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

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.

Inclusion Criteria: intern of psychiatry, tendency to participate in study Exclusion Criteria: history of participating in similar course in psychiatry, severe health problems leading to leave the course, incomplete data collection forms, not following the study