Comparing the Effect of Scenario-Based Teaching Method to Conventional Method on Medical Students' Knowledge and Satisfaction in Psychiatry Interns

NCT07885670 | Active Not Recruiting

• 1 other identifier: 4040325
• Study Type: interventional
• Target: 132
• Locations: 1 country
• Sites: 1

Brief Summary

Traditional medical education methods, which rely heavily on lectures and textbook study, have come under criticism for their inability to foster the critical thinking, clinical reasoning, and practical skills required to manage complex psychiatric cases. The static nature of these methods fails to replicate the dynamic and unpredictable scenarios of real-world clinical practice, thereby hindering students' preparedness for the multifaceted challenges of psychiatric care However, across various disciplines-particularly in medical and allied health sciences-new methods emphasizing active student participation have gained prominence. One such modern approach in health sciences education is scenario-based learning; grounded in situated learning theory, it brings students closer to the professional realities of their field. This method utilizes scenarios as tools for teaching and learning, enabling students to learn from real-world experiences and apply them in practice.

Conditions

Knowledge; Satisfaction

Keywords

scenario-based teaching; psychiatry internship; knowledge; satisfaction

Outcome Measures

Primary Outcomes (2)

• knowledge and satisfaction

  knowledge will be tested using written MCQ exams. Its Cut off point will be 14 out of 20. and satisfaction will be tested through a Likert- scale tool whose psychometrics have been confirmed It consists of 10 questions designed using a 5-point Likert scale (ranging from "very poor" = 1 to "very good" = 5). The scoring range will be 1 to 5, and the minimum acceptable score for the satisfaction level is 4 (equivalent to 75% satisfaction).

  knowledge will be measured both at baseline, the first day of entering to psychiatry department and at the last day of the psychiatry course. satisfaction will be tested at the last day of the course for average two years.

• knowledge and satisfaction

  knowlege will be tested using written tests based on scenarios and satisfaction will be tested via an likert-scale inventory whose psychometric properties have been confirmed

  knowledge will be measured both at baseline, the first day of entering to psychiatry department and at the last day of the psychiatry course. satisfaction will be tested at the last day of the course for average two years

Study Arms (1)

psychiatry interns who receive scenario-based teaching method

EXPERIMENTAL

Two 90-minute sessions of scenario-based training utilizing real-life psychiatric case scenarios. Each session focuses on a specific psychiatric disorder or clinical scenario, with sufficient time allocated for discussion and feedback.

Other: scenario-based teaching method

Interventions

scenario-based teaching method OTHER

Two 90-minute sessions of scenario-based training utilizing real-life psychiatric case scenarios. Each session focuses on a specific psychiatric disorder or clinical scenario, with sufficient time allocated for discussion and feedback.

psychiatry interns who receive scenario-based teaching method

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• intern of psychiatry, tendency to participate in study

You may not qualify if:

• history of participating in similar course in psychiatry, severe health problems leading to leave the course, incomplete data collection forms, not following the study

Sponsors & Collaborators

• Mashhad University of Medical Sciences: lead

Study Sites (1)

Mashhad University of Medical Sciences

Mashhad, Razavi Khorasan Province, Iran

Location

MeSH Terms

Conditions

Personal Satisfaction

Condition Hierarchy (Ancestors)

Behavior

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Masking Details: Masking Description
• Purpose: OTHER
• Intervention Model: SEQUENTIAL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Head of research in medical education unit, Education Development Center

Model Details: Model Description

Study Record Dates

• First Submitted: September 6, 2026
• First Posted: October 21, 2026
• Study Start: October 21, 2025
• Primary Completion: August 31, 2026
• Study Completion (Estimated): October 31, 2026
• Last Updated: October 21, 2026

Record last verified: 2026-09

Data Sharing

• IPD Sharing: Will not share

Locations

IR (1)