Abstract Details

To create an inclusive and supportive virtual learning environment for a preclinical neurology and psychiatry course for medical students working remotely.

We organized a novel virtual curriculum around four themes:  1) Communication: Prior to the course, faculty members created videos introducing themselves to students. Communication was maximized through daily announcements summarizing key points, virtual office hours, built-in question-and-answer periods after class, weekly student feedback opportunities, and a virtual message board. 2) Respect for Student Circumstances: Timing of the course was adjusted and shortened, with time spent on screen interactive. All didactic content was delivered asynchronously for flexibility. 3) Diversity and Inclusion: Optional sessions focused on race in medicine, health of immigrants and asylum seekers, sexual and gender minority health, and adults with disabilities.  Students were empowered to revise teaching cases to reflect a more representative and diverse patient population. 4) Appropriate assessments: Exams were open book. Analytical, multistep questions maintained a challenging and enriching educational experience.

This was the year’s highest student-rated course overall, even surpassing traditional in-person pre-COVID courses, and the highest rated course in specific learning environment questions including, ‘respecting diversity’ and  ‘showing respectful interaction with students.’ 91.4% of students agreed that this course consistently engaged them to apply critical thinking to solve problems and 92.2% of students agreed that assessments were fair and accurate evaluations of their ability. Remaining challenges included further incorporation of diversity and inclusion topics into the mandatory curriculum and delivering individualized student feedback.

Virtual learning environments pose new challenges but also create new opportunities for students to feel supported and take an active role in their education.