Scenario-based learning in medical education

Objective: to develop the method scenario-based learning (SBL) and apply it in a module, evaluate its effectiveness and compare it with problem-based learning (PBL) modules. Method: In the SBL module, small groups were formed with a similar number of students and a facilitator as in PBL. Requirements of every stage of the module, the role of the facilitator and the students were explained to the teachers and students at the training meetings. The task of small groups was to work like a PBL module committee and prepare a "PBL facilitator scenario" (including objectives, answers, annotations, evidence-based information, tips to the facilitator) in line with the learning objectives given to them. The SBL module consisted of three online sessions and an unlimited number of additional online meetings that students could hold. Assessment was performed next week with MCQ and reasoning exams. Facilitator and student satisfaction, exam scores, and session performances related to SBL were determined and compared with the data of the PBL module conducted with the same learning objectives in the previous year, seven face-to-face and one online PBL modules attended by this student group. Qualitative data were collected from the facilitators and students regarding the SBL module. Results: Twenty-nine scenarios were created, addressing the learning objectives over four different diseases. In qualitative data, facilitator and student views were generally positive. The satisfaction scores of the students were higher compared to PBL, while those of the facilitators were not. Session performance scores of the students in SBL and PBL were similar. Module exam scores were higher in SBL. Conclusion: The SBL module was carried out in line with expectations. The module will be improved and implemented considering the views and suggestions of the facilitators and students. When compared to PBL, SBL does not risk the academic success and class participation levels of students, and may even increase them. Key words: scenario-based learning, creativity, problem-based learning