Attractive Scenario Writing


Yuzo Takahashi and Sachiko Alexandra Oku

Key Words

discussion ; problem-based learning ; scenario ; writing


The Kaohsiung Journal of Medical Sciences

Volume or Term/Year and Month of Publication

25卷5期(2009 / 05 / 01)

Page #

250 - 253

Content Language


English Abstract

This article describes the key steps of scenario writing to facilitate problem-based learning discussion to aid student learning of basic medical science in combination with clinical medicine. The scenario has to amplify and deepen the students' thinking so that they can correlate findings from the case and knowledge from textbooks. This can be achieved in three ways: (1) a comparison of cases; (2) demonstrating a scientific link between symptoms and basic medicine; and (3) introducing a personal and emotional aspect to the scenario. A comparison of two cases enables us to shed light on the pathological differences and think about the underlying biological mechanisms. These include: (a) a comparison of two cases with similar symptoms, but different diseases; (b) a comparison of two cases with different symptoms, but the same cause; and (c) a comparison of two cases, with an easy case, followed by a complicated case. The scenarios may be disclosed in a sequence to show a scientific link between symptoms of the patient and basic medicine, which may help to cultivate a physician with a scientific mind. Examples are given by the relationship between: (a) symptoms, pathology and morphology; and (b) symptoms, pathology and physiology. When the scenario is written in such a way that students are personally and/or emotionally involved in the case, they will be more motivated in learning as if involved in the case themselves. To facilitate this, the scenario can be written in the first-person perspective. Examples include <||>Ⅰ had a very bad headache, and vomited several times…<||>, and <||>Ⅰ noticed that my father was screaming at night…<||>. The description of the events may be in chronological order with actual time, which makes students feel as if they are really the primary responding person.

Topic Category 醫藥衛生 > 醫藥衛生綜合