Assessing the Effectiveness of Student-generated Scenario-based Questions as a Tool for Active Learning

Area of Science:

• Medical Education
• Active Learning Strategies
• Competency-Based Education

Background:

• Active learning is a key component of competency-based education, but its implementation faces challenges.
• Traditional passive learning methods are less effective than active engagement.
• This study explores an innovative active learning technique using student-generated structured scenario-based questions (SBQs).

Purpose of the Study:

• To assess the effectiveness of student-generated SBQs as an active learning method for medical students.
• To gather feedback from students and faculty on this novel teaching approach.

Main Methods:

• Physiology Phase 1 MBBS students participated in a study involving small groups (5-6 students) constructing SBQs.
• A control group received standard instruction, while the study group created and discussed SBQs.
• Knowledge acquisition was measured using pre- and post-activity assessments, with statistical analysis comparing groups.

Main Results:

• The study group demonstrated a statistically significant improvement in scores (11.92 ± 2.2) compared to the control group (8.04 ± 2.24).
• Student and faculty feedback was largely positive (mean Likert score > 4), with students finding the activity engaging.
• Over half of the participating students expressed a desire for more such sessions.

Conclusions:

• Student-generated SBQs are an effective active learning strategy that can be integrated into small group teaching.
• This method enhances learning outcomes and provides experiential benefits, aligning with problem-based learning and early clinical exposure goals.
• The technique offers a viable solution to challenges in implementing active learning in medical education.