Scenario-Based Learning: An innovative approach to bring it all together

Scenario-based Learning (SBL) is an approach that encourages students to take an active, integrated and inquiry-based approach to learning, through the use of realistic scenarios to contextualise learning. Within the UNSW Medicine program, this approach has been used to support students to engage with and integrate material learnt through other formal and informal learning activities. The SBL approach is also very useful to promote the development of other capabilities, such as communication, teamwork, self-directed learning, reflective practice, ethical practice and the appreciation of social and cultural aspects of professional practice.

Facilitation of scenario-group-sessions is very complex, as it requires the ability to guide discussion around a wide range of complex issues, often in situations where a clear ‘answer’ does not exist. The facilitator role also requires skills in guiding discussions without being the ‘content-provider’, and requires skills to encourage students to take responsibility for directing their own learning. While this approach is very effective in enabling students to develop a range of skills, this is not immediately appreciated by all students. Facilitators therefore require a unique skill set in order to engage students in a meaningful and productive way.

This presentation will explore some of the strategies that have been found to be effective in promoting learning within SBL sessions. The educational benefits of an SBL approach will be discussed, along with an exploration of how SBL can be an effective accompaniment to more traditional teaching methods such as lectures and tutorials. The potential for adapting SBL to suit other disciplines will be discussed, and participants will be encouraged to raise issues that relate to their own areas of teaching.