Effectiveness of scenario-based learning for teaching epidemiological concepts amongst undergraduate medical students: a quasi-experimental study

Background: Epidemiological concepts underpin community medicine and require application in real-life public health contexts. Traditional lectures often limit active engagement. Scenario-based learning (SBL), a learner-centred approach, may improve understanding, critical thinking, and application. This study evaluated the effectiveness of SBL versus conventional lectures for selected epidemiological concepts among MBBS students. Methods: A quasi-experimental crossover study was conducted among Phase III MBBS students. Study designs and incidence and prevalence were taught using SBL and lecture-based methods. Pre-test and post-test assessments were used to measure learning gains, and student perceptions were assessed using a structured questionnaire. Results: Both teaching methods significantly improved post-test scores (p<0.001). However, SBL resulted in higher learning gains than lectures. The overall mean gain score was significantly greater in the SBL group (2.85±2.16) compared with the lecture group (1.49±2.90; p<0.001). Students demonstrated favourable perceptions towards SBL, with 88.3% reporting that group discussions clarified concepts, 86.7% expressing overall satisfaction, and 85.0% reporting improved confidence in solving epidemiological problems. Conclusions: Scenario-based learning was more effective than traditional lectures in improving understanding of selected epidemiological concepts and was well accepted by students. SBL can be considered a useful adjunct to conventional teaching in undergraduate community medicine.