Scenario-based learning during emergency medicine module

Abstract

A scenario-based learning (SBL) approach was used to teach emergency medicine content to medical students as part of a required educational program. The approach was evaluated in its initial implementation, as well as its effectiveness in teaching clinical reasoning skills and team building. Three simulation categories were designed to teach: the signs and symptoms of common emergency medicine conditions; the historytaking approach used in an emergency medicine practice; and the management of acutely ill patients requiring team work. A case-based team activity was developed as a method to promote reflective learning and develop decision-making skills. Pre- and post-tests were administered to measure participants’ progress. After completion of the module, students rated the experience using an eight-question survey. Fifty-one medical students participated in the SBL.