Effect of Scenario Simulation Based on Situated Learning Theory on Endocrinology Interns’ Communication Skills and Satisfaction: A Quasi-Experimental Study

Abstract

Objective This study explored whether scenario simulation (rooted in situated learning theory) improves interns’ communication skills and satisfaction in endocrinology.

Methods We used a quasi-experimental design.121 clinical medicine undergraduates who completed their internship in the Department of Endocrinology at the Seventh Affiliated Hospital of Sun Yat-sen University between November 2024 and April 2025 were divided into a study group (n=55) and a control group (n=66) based on their internship batches. The study group received scenario simulation teaching based on situated learning theory — including scenario anchoring, role immersion, and structured debriefing — in addition to conventional teaching. The control group received only conventional teaching. Doctor-patient communication skills were measured using the SEGUE Scale. Teaching satisfaction was assessed with a self-designed questionnaire. Semi-structured interviews were also conducted with 14 students from the study group.

Results The study group scored significantly higher than the control group on several SEGUE subscales(e.g., information giving, understanding the patient, overall caring; all P<0.05), but not on pre-history preparation (P=0.22). Teaching satisfaction scores were significantly higher in the study group across all dimensions (P<0.05). The qualitative interviews revealed three major themes: "emotional impact and perspective-taking awakening," "internalization and transfer of communication strategies," and "a safe psychological space for trial and error."

Conclusion Scenario simulation rooted in situated learning theory improved interns’ communication skills and satisfaction. Role immersion and structured debriefing likely drove this gain by building empathy and reflection.