Mamakli Sümer, Alimoğlu Mustafa Kemal, Daloğlu Mustafa
Department of Medical Education, Faculty of Medicine, Akdeniz University, Antalya, Türkiye.
Adv Physiol Educ. 2023 Mar 1;47(1):144-157. doi: 10.1152/advan.00122.2022. Epub 2023 Jan 19.
We sought to evaluate the effectiveness of a newly developed scenario-based learning (SBL) module considering students' academic achievement, in-class engagement, and learner/teacher satisfaction. Third-year students in a 6-year medical education program, who had preexperience in problem-based learning, studied in small groups with facilitators throughout a week allocated for the SBL module. SBL processes, student/facilitator roles, and expectations were explained to students and facilitators in online training before implementation. Three online discussion sessions were scheduled, but the groups were allowed to organize extra online meetings. The students provided with learning objectives were asked to create a problem-based learning (PBL) scenario with a facilitator's guide including answers to scenario questions, evidence-based information, and tips for facilitators. Evaluated outcomes were learner/teacher satisfaction, students' academic achievement, and engagement. Satisfaction was determined using semistructured feedback forms. Generated scenarios were assessed using a checklist. A written exam was performed to assess students' knowledge and reasoning skills. Student engagement during the sessions was evaluated using forms completed by facilitators and students. SBL module outcomes were compared to students' grade point averages (GPAs) and former PBL outcomes. Mean scenario evaluation, student engagement, and satisfaction scores were around 90%. Mean scores for facilitator satisfaction and whole module success were around 80% and 77%, respectively. Academic achievement and student satisfaction were higher in SBL compared to GPA and previous PBL modules. Facilitator satisfaction and student engagement did not differ between SBL and PBL. Student satisfaction and academic achievement were higher in online SBL compared with PBL without any differences in in-class engagement and facilitator satisfaction. A newly developed scenario-based learning (SBL) module was implemented assigning third-year medical students to create (highest cognitive level) a problem-based learning facilitator scenario studying in small groups with a facilitator. The 1-wk online SBL module was composed of three scheduled and an unlimited number of nonscheduled sessions. The students and facilitators positively received SBL with some recommendations for improvement. Preliminary evaluation suggests SBL can be implemented without compromising (maybe improving) students' academic achievement, satisfaction, and engagement levels.
我们试图评估一个新开发的基于情景的学习（SBL）模块的有效性，该评估考虑了学生的学业成绩、课堂参与度以及学习者/教师满意度。在一个6年制医学教育项目中的三年级学生，他们此前有基于问题的学习经验，在为期一周的SBL模块学习期间，与辅导员一起以小组形式进行学习。在实施SBL模块之前，通过在线培训向学生和辅导员讲解了SBL流程、学生/辅导员角色以及期望。安排了三次在线讨论会议，但各小组可自行组织额外的在线会议。要求得到学习目标的学生在辅导员的指导下创建一个基于问题的学习（PBL）情景，包括情景问题的答案、循证信息以及给辅导员的提示。评估的结果包括学习者/教师满意度、学生的学业成绩和参与度。使用半结构化反馈表来确定满意度。使用清单对生成的情景进行评估。进行书面考试以评估学生的知识和推理能力。通过辅导员和学生填写的表格来评估课程期间学生的参与度。将SBL模块的结果与学生的平均绩点（GPA）以及之前的PBL结果进行比较。情景评估、学生参与度和满意度的平均得分约为90%。辅导员满意度和整个模块成功率的平均得分分别约为80%和77%。与GPA和之前的PBL模块相比，SBL中的学业成绩和学生满意度更高。SBL和PBL在辅导员满意度和学生参与度方面没有差异。与PBL相比，在线SBL中的学生满意度和学业成绩更高，而在课堂参与度和辅导员满意度方面没有差异。实施了一个新开发的基于情景的学习（SBL）模块，让三年级医学生创建（最高认知水平）一个基于问题的学习辅导员情景，并与辅导员一起以小组形式进行学习。为期1周的在线SBL模块由三次预定会议和不限数量的非预定会议组成。学生和辅导员对SBL给予了积极评价，并提出了一些改进建议。初步评估表明，实施SBL不会影响（或许还能提高）学生的学业成绩、满意度和参与度水平。
