Affiliation:
1. Department of Medical Education, Faculty of Medicine, Akdeniz University, Antalya, Türkiye
Abstract
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.
Publisher
American Physiological Society
Subject
General Medicine,Physiology,Education
Cited by
1 articles.
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