Twelve tips for creating an escape room activity for medical education

Davis, Kasey; Lo, Huay-ying; Lichliter, Royanne L; Wallin, Kelly; Elegores, Gemma; Jacobson, Sharon; Doughty, Cara

doi:10.1080/0142159x.2021.1909715

Cited by 21 publications

(11 citation statements)

References 19 publications

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“…This underlines the importance of testing linking clues and preventing early reveals of clues. 35 , 36 Additional lockboxes with associated clues and puzzles resolved these issues.…”

Section: Discussionmentioning

confidence: 99%

An Escape Room to Orient Preclinical Medical Students to the Simulated Medical Environment

Martin

Gibbs

2022

MedEdPORTAL

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Introduction Simulation is increasingly being used in the preclinical years of US medical school curricula to provide experiential learning opportunities for students. However, preclinical medical students may not be able to access the full benefits of immersive simulation scenarios without an in-depth introduction to the simulation environment and manikin. An escape room may be an effective way to orient students in an interactive manner to overcome this barrier. Methods We designed and implemented a 90-minute escape room orientation activity to address student discomfort in the simulation environment by providing a team-based, hands-on exploration of identified critical features of the room and manikin in the guise of a routine clinic visit for a patient. We surveyed learners on their confidence immediately following the escape room and on their perceptions of the session effectiveness following their first simulation. Results A total of 148 preclinical medical students participated in the escape room activity in 30 groups of four to five persons. Of those students, 130 participated in a simulated patient case within 1 month of the escape room activity, and 89 filled out a follow-up survey. Of responding students, 80% reported that the escape room activity was highly effective or very effective in preparing them for participation in a simulated patient case. Discussion Implementing an escape room orientation activity for preclinical medical students was effective in preparing students to participate in their first immersive simulation scenario.

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“…This underlines the importance of testing linking clues and preventing early reveals of clues. 35 , 36 Additional lockboxes with associated clues and puzzles resolved these issues.…”

Section: Discussionmentioning

confidence: 99%

An Escape Room to Orient Preclinical Medical Students to the Simulated Medical Environment

Martin

Gibbs

2022

MedEdPORTAL

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“…Teaching CR involves considerations beyond cognition, including context, emotions, and institutional factors when selecting suitable games [ 7 ]. Moreover, despite existing escape room design guidelines [ 72 ], there is still a lack of guidance for both game developers and educators to fully harness the learning potential of games in health professions education. This emphasizes the need for further research to identify appropriate educational strategies and validate the claimed educational benefits.…”

Section: Discussionmentioning

confidence: 99%

Games to support teaching clinical reasoning in health professions education: a scoping review

Koelewijn,

Hennus,

Kort

et al. 2024

Medical Education Online

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Introduction Given the complexity of teaching clinical reasoning to (future) healthcare professionals, the utilization of serious games has become popular for supporting clinical reasoning education. This scoping review outlines games designed to support teaching clinical reasoning in health professions education, with a specific emphasis on their alignment with the 8-step clinical reasoning cycle and the reflective practice framework, fundamental for effective learning. Methods A scoping review using systematic searches across seven databases (PubMed, CINAHL, ERIC, PsycINFO, Scopus, Web of Science, and Embase) was conducted. Game characteristics, technical requirements, and incorporation of clinical reasoning cycle steps were analyzed. Additional game information was obtained from the authors. Results Nineteen unique games emerged, primarily simulation and escape room genres. Most games incorporated the following clinical reasoning steps: patient consideration (step 1), cue collection (step 2), intervention (step 6), and outcome evaluation (step 7). Processing information (step 3) and understanding the patient’s problem (step 4) were less prevalent, while goal setting (step 5) and reflection (step 8) were least integrated. Conclusion All serious games reviewed show potential for improving clinical reasoning skills, but thoughtful alignment with learning objectives and contextual factors is vital. While this study aids health professions educators in understanding how games may support teaching of clinical reasoning, further research is needed to optimize their effective use in education. Notably, most games lack explicit incorporation of all clinical reasoning cycle steps, especially reflection, limiting its role in reflective practice. Hence, we recommend prioritizing a systematic clinical reasoning model with explicit reflective steps when using serious games for teaching clinical reasoning.

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“…In summary, this experience provided for several of the known benefits of escape rooms that align with adult learning, namely: engagement in a complex real-life topic, constant interaction with material, fun, and enjoyment, active engagement, immediate feedback, and collaboration (Lookadoo et al, 2017;Koivisto et al, 2017;Metha et al, 2017;Nietfeld et al, 2014;Severengiz et al, 2018;Shapiro et al, 2014). The application of the advice of Cohen et al (2020b) and Davis et al (2022) in the design of the escape room clearly resulted in a positive learning experience and the opportunity to reflect (Collins, 2004;Knowles, 1970;Pallis & Quiros, 2014) and debrief (Davis et al 2020), and provided some insight into the experience. The post-workshop reflections show participants' commitment to applying what they had learned, their further development needs, and that the intended purpose of enabling allowing active cognitive and emotional engagement with the policies was achieved.…”

Section: Feelmentioning

confidence: 99%

Escaping the Assessment Maze: Navigating Policies through an Interactive Fictitious Experience

Lubbe,

Wolvaardt,

Turner

et al. 2024

ASRHE

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Misinterpretation or ignorance of institutional policies in higher education can lead to inconsistencies and legal risks, particularly concerning assessments. In response, we introduced an innovative approach to engage faculty and administrative staff in understanding the institution's policies related to assessments. We implemented a Ludic pedagogical strategy by transforming assessment-related policies into an interactive escape-room challenge. This themed workshop applied adult-learning theory, was developed based on recommended escape-room guidelines, and immersed staff in multiple policy documents, encouraging cognitive, behavioural, affective, and sociocultural engagement. Assessment policies were integrated into a fictitious narrative with puzzles to promote self-directed (heutagogy) and cooperative learning. The escape-room challenge was conceptualised as a single intrinsic case study that used postcards written by participants as data after successfully 'escaping' the room. These postcards served as reflective tools containing participants’ insights regarding the experience. Thematic analysis was conducted on the postcards, supported by visual data. The workshop yielded a central theme of 'A Whole-Body Human Experience,' reflecting cognitive, affective, and behavioural engagement. The escape room harnessed the interactive nature of games to ensure teamwork, motivation, communication, and problem-solving skills. The workshop, rooted in adult learning principles and designed according to accepted guidelines, effectively engaged participants in learning about assessment policies through an immersive escape-room experience. The diverse expressions of newfound knowledge, emotional engagement, and intentions to alter practices and processes confirm escape rooms as a suitable strategy for faculty development.

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Twelve tips for creating an escape room activity for medical education

Cited by 21 publications

References 19 publications

An Escape Room to Orient Preclinical Medical Students to the Simulated Medical Environment

An Escape Room to Orient Preclinical Medical Students to the Simulated Medical Environment

Games to support teaching clinical reasoning in health professions education: a scoping review

Escaping the Assessment Maze: Navigating Policies through an Interactive Fictitious Experience

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