Health professions learners' evaluation of e-learning scenario-based case study design: Reinvigorating flipped...

Area of Science:

• Medical Education
• Health Professions Education
• Digital Learning Technologies

Background:

• Interactive scenario-based learning (SBL) cases were developed to address patient barriers to healthcare access and oral-systemic health connections.
• The SBL cases aimed to engage digital-native learners and inform flipped (FC) or modified flipped classroom (MFC) delivery models.

Purpose of the Study:

• To evaluate the effectiveness of interactive SBL cases in health professions education.
• To compare learner engagement and outcomes between FC and MFC delivery approaches.
• To assess the long-term impact of SBL cases on clinical competence and confidence.

Main Methods:

• Health professions students participated in SBL cases using either FC or MFC delivery.
• Post-completion surveys assessed learner experience and preferences.
• Senior dental students' confidence and recall of SBL cases were evaluated two years post-delivery.

Main Results:

• No significant differences in scores between FC and MFC, but learners preferred the MFC approach (96.5% vs 93.2%).
• Learners found SBL cases relevant, thought-provoking, and beneficial for decision-making and feedback.
• 48% of senior dental students recalled SBL cases positively impacting their clinical practice.

Conclusions:

• Interactive SBL cases foster active learning and critical thinking in health professions students.
• SBL cases enhance learner knowledge and can be integrated into various educational environments.
• Collaborative development of instructional strategies with learners ensures equitable and student-centered education.