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Background. Educational escape rooms are positively received by students, increase knowledge, and serve as a platform for the active application of teamwork and team-based communication. Aim. This article focuses on detailing an educational escape room that is adaptable and transferable for use with any course or discipline. Methods. Puzzles are created around the educational objectives of the course or unit. Puzzles include ciphers, jumbles, coded messages, combination locks, rebuses, and data hunts. Students work in teams to solve content-specific puzzles to escape a room. Teams which solve all of the puzzles in the allotted time are considered to have successfully escaped the room. Gameplay can range from 60 to 75 minutes. Facultyled debriefing is an important part of the educational innovation. Results and Conclusion. This escape room uses collaborative learning to increase student knowledge and skills in educational content. The learning experience is enhanced through dynamic student engagement with the focused topic. This topic can easily be changed to a different course topic and the corresponding gameplay puzzles adapted and transferred for use with a variety of disciplines. This manuscript details the transferability of the educational escape room to 3 campuses and provides insight for successful implementation.

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Introduction Patients with chronic diseases such as hypertension and diabetes often experience difficulties managing complex medication regimens. A promising method for identifying and addressing medication-related problems is pharmacist provision of patient home visits. Pharmacist home visits could alleviate the burden on both patients and providers for the purposes of maintenance medication and goal-achievement assessment. Methods A pharmacist home visit program was developed utilizing social workers to identify patients who would most benefit from a pharmacist home visit. The two pharmacists met with these patients in their homes to evaluate their current medication regimens, adherence, medical condition status, and potential drug-related problems (DRPs). Upon conclusion of the home visit, the pharmacists provided a summary of findings and proposed solutions for identified drug related problems to the patient's primary care provider. Results Fourteen patients participated in pharmacist-provided home visits. During these home visits, 98 unique DRPs were identified. Drug-related problems were grouped into four categories: adherence (n=26, 27%), effectiveness (n=25, 26%), indication (n=24, 24%), and safety (n=23, 23%). Between the initial visit and the final visit, there was a resolution of 25 (26%) drug related problems. Conclusion This project demonstrated a novel referral pathway for identifying patients to participate in pharmacist-led home visits. By providing patient home visits, pharmacists were able to identify and resolve some drug-related problems, but many problems remain unresolved due, in large part, to lack of provider engagement.