When learning experiences in a virtual environment are designed to establish a specific challenge, assign a role to the participant, apply critical thinking to problem solving, and provide clear instructions for execution, these experiences become meaningful for learning. This study presents a methodological proposal for educational innovation that utilizes a Virtual Simulated Patient (PASIVI) enriched with the Body Interact simulator. A quantitative study with a quasiexperimental design with descriptive scope was carried out. The study encompasses two measurement points, designated as the pre and post-Test, along with the implementation of PASIVI. Nineteen university students collaborated with the project. Before the intervention with PASIVI, students reported mediumhigh levels of disposition toward simulation, subjective norm, and engagement; after the intervention, the reported levels were higher. Although no statistically significant differences were found in most variables, differences were found in the dimensions of confidence (disposition) and academic (engagement). Likewise, it was found that disposition, engagement, and subjective norm are highly correlated and statistically significant. The findings indicate that PASIVI has had an impact on students' confidence and academic commitment. Efforts are still needed on the part of faculty to systematize educational practices for learning clinical skills. The use of virtual patient scenarios offers a wide range of possibilities, but these must always be well designed through instructional designs
