Effective and innovative teaching methods in psychiatry for the medical undergraduates in South India: An exploratory study of teachers' and students' perspectives

Ruben, Johnson-Pradeep; Shah, Henal; Sreedaran, Priya; Chandran, Suhas; Selvam, Sumithra; Kurpad, SunitaSimon

doi:10.4103/indianjpsychiatry.indianjpsychiatry_954_21

Cited by 7 publications

(1 citation statement)

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“…[ 3 ] Further, these methods play a defining role in the acquisition of critical thinking, clinical reasoning, and decision-making skills among medical students. [ 3 4 ] Out of the many such methods that have been employed in medical schools, the escape room challenge is an unusual approach to ensure the engagement of medical students. [ 5 ] The purpose of the current review is to explore the scope and need of escape rooms in medical education and identify the potential considerations to be acknowledged while designing an escape room in a medical college for training undergraduate medical students.…”

Section: Introductionmentioning

confidence: 99%

Employing Escape Rooms in Medical Education to Deliver Engaging and Immersive Learning: Brief Review

Shrivastava,

Tiwade

2024

Journal of Pharmacy and Bioallied Sciences

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The conventional mode of medical education is delivered using didactic lectures, wherein teachers disseminate the desired information to a large number of students in a structured manner. The purpose of the current review is to explore the scope and need of escape rooms in medical education and identify the potential considerations to be acknowledged while designing an escape room in a medical college for training undergraduate medical students. Escape rooms in principle refer to the learning environments that are interactive and immersive, in the sense that students who are part of these rooms are posed with a puzzle or a challenge or a task that must be solved by them within a defined period of timeframe to eventually escape from the room, which is the ultimate goal of such sessions. The success of escape rooms is determined depending by the way it has been designed, in terms of their ability to engage the involved participants and promote collaboration. In conclusion, the employment of escape rooms in medical education is an innovative teaching–learning method to overcome the limitations of conventional strategies. Acknowledging the merits of escape rooms in the development of critical thinking and teamwork skills, it is the need of the hour that every medical institution must explore the possibility and introduce it within their settings to ensure experiential and long-term learning among medical students.

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