Aim: To evaluate effectiveness of newly developed scenario-based learning (SBL) module considering students' academic achievement, in-class engagement and learner/teacher satisfaction. Methods: Third year students in six-year medical education program, who have pre-experiences in problem-based learning, studied in small groups with facilitators throughout a week allocated for SBL module. SBL processes, student/facilitator roles, and expectations were explained to students and facilitators in online trainings before implementation. Three online discussion sessions were scheduled, but the groups were allowed to organize extra online meetings. The students provided with learning objectives were asked to create a PBL scenario with facilitator's guide including answers of scenario questions, evidence-based information, and tips for facilitators. Evaluated outcomes were learner/teacher satisfaction, students' academic achievement and engagement. Satisfaction was determined using semi-structured feedback forms. Generated scenarios were assessed using a checklist. A written exam was performed to assess students' knowledge and reasoning skills. Student engagement during the sessions was evaluated using forms completed by facilitators and students. SBL module outcomes were compared to students' GPA and former PBL outcomes. Results: Mean scenario evaluation, student engagement and satisfaction scores were around 90%. Mean scores for facilitator satisfaction and whole module success were around 80% and 77% respectively. Academic achievement and student satisfaction were higher in SBL compared to GPA and previous PBL modules. Facilitator satisfaction and student engagement did not differ between SBL and PBL. Conclusion: Student satisfaction and academic achievement are higher in online SBL compared to PBL without any differences in in-class engagement and facilitator satisfaction.