Learning and Motivational Outcomes of Real Patient versus Written Scenario: Perspective of Medical Students

How to present a scenario in case-based learning sessions and its educational outcomes is in question. The aim of this study was to investigate the viewpoints of medical students of Tehran University of Medical Sciences about the learning and motivational outcomes of using real patients in comparison with written scenarios in case-based learning sessions of basic sciences program. This descriptive, cross-sectional study was conducted on 85 medical students of Tehran University of Medical Sciences in 2017. Subjects were selected by convenience sampling method and 74 students completed a questionnaire. Case-based learning sessions were conducted using written scenarios in the first year of the basic sciences program. In the second year, case-based immunology discussion sessions were held by inviting real patients and the students’ opinions were assessed using a valid and reliable researcher-made questionnaire. Data were analyzed by means of descriptive statistics. All of the students believed that the presence of a patient was more interesting and challenging than the written scenarios. Seventy-three students (98.22%) preferred an actual patient to a written scenario. Sixty-nine students (92.86%) stated that the presence of a real patient had a greater impact on their learning than the written scenarios. Seventy-three students (98.22%) believed that the use of real patients in basic sciences courses would increase their motivation to attend the classes. The medical students seem to prefer real patients to written scenarios in case-based learning sessions. They believe that real patients are more interesting and challenging, have greater impact on learning and retention, and are more effective in the understanding the link between basic sciences and clinical trainings, as well as studying basic sciences.