Effectiveness of scenario-based learning for teaching epidemiological concepts amongst undergraduate medical students: a quasi-experimental study

Parth H. Vyas; Vaibhav Mehta; Hiren B. Patel; Uday Shankar Singh

doi:10.18203/2394-6040.ijcmph20264100

Authors

Parth H. Vyas Department of Community Medicine, Kiran Medical College, Surat, Gujarat, India https://orcid.org/0009-0005-5746-8995
Vaibhav Mehta Department of Community Medicine, Kiran Medical College, Surat, Gujarat, India
Hiren B. Patel Department of Community Medicine, Kiran Medical College, Surat, Gujarat, India
Uday Shankar Singh Department of Community Medicine, Pramukhswami Medical College, Karamsad, Gujarat, India

DOI:

https://doi.org/10.18203/2394-6040.ijcmph20264100

Keywords:

Active learning, Community medicine, Epidemiology, Medical education, Scenario-based learning, Students

Abstract

Background: Epidemiological concepts underpin community medicine and require application in real-life public health contexts. Traditional lectures often limit active engagement. Scenario-based learning (SBL), a learner-centred approach, may improve understanding, critical thinking, and application. This study evaluated the effectiveness of SBL versus conventional lectures for selected epidemiological concepts among MBBS students.

Methods: A quasi-experimental crossover study was conducted among Phase III MBBS students. Study designs and incidence and prevalence were taught using SBL and lecture-based methods. Pre-test and post-test assessments were used to measure learning gains, and student perceptions were assessed using a structured questionnaire.

Results: Both teaching methods significantly improved post-test scores (p<0.001). However, SBL resulted in higher learning gains than lectures. The overall mean gain score was significantly greater in the SBL group (2.85±2.16) compared with the lecture group (1.49±2.90; p<0.001). Students demonstrated favourable perceptions towards SBL, with 88.3% reporting that group discussions clarified concepts, 86.7% expressing overall satisfaction, and 85.0% reporting improved confidence in solving epidemiological problems.

Conclusions: Scenario-based learning was more effective than traditional lectures in improving understanding of selected epidemiological concepts and was well accepted by students. SBL can be considered a useful adjunct to conventional teaching in undergraduate community medicine.

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