A heart failure themed escape room approach to enhance pharmacy student learning

Plakogiannis, Roda; Stefanidis, Abraham; Hernandez, Nubriel; Nogid, Anna

doi:10.1016/j.cptl.2020.04.014

Cited by 21 publications

(12 citation statements)

References 7 publications

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“…skills or knowledge, 7,8,9 and fostering interprofessional development. 10,11,12 In a systematic review by Veldkamp et al, 13 the vast majority of studies reported the escape room created an active learning environment with engaged learners and were highly rated by participants.…”

Section: How Does This Improve Population Health?mentioning

confidence: 99%

“…As described by Nicholson, 1 escape rooms are defined as “live-action team-based games where players discover clues, solve puzzles, and accomplish tasks in one or more rooms in order to accomplish a specific goal (usually escaping from the room) in a limited amount of time”. Over the past five years, escape rooms have been implemented in medical education for various purposes, including recruitment to nursing programs, 2 promoting active learning and engagement, 3 , 4 , 5 developing teamwork and communication skills, 6 teaching specific skills or knowledge, 7 , 8 , 9 and fostering interprofessional development. 10 , 11 , 12 In a systematic review by Veldkamp et al, 13 the vast majority of studies reported the escape room created an active learning environment with engaged learners and were highly rated by participants.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Virtual Escape Room versus Lecture on Infectious Disease Content: Effect on Resident Knowledge and Motivation

Dimeo

Astemborksi

Smart

et al. 2022

WestJEM

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Introduction: Medical educators are constantly seeking methods to increase engagement in the era of coronavirus disease 2019 (COVID-19) where virtual and blended learning formats are increasingly common. Educational escape rooms have previously been used to motivate learners, enhance communication skills, and cultivate teamwork. However, it is not known whether escape rooms increase learner knowledge as compared to a lecture format. Methods: This quasi-experimental study included 30 emergency medicine residents at two programs who participated in both a virtual escape room and a lecture on infectious disease content. Learners completed a pre- and post-quiz and a tool to gauge resident motivation for each activity (the Intrinsic Motivation Inventory [IMI]). The primary objective was to determine a change in knowledge as a result of the activities, and a secondary objective was to determine resident motivation for each format. Results: At both programs learners demonstrated a significant improvement in their pre- vs. post-quiz scores for the escape rooms (University of California Irvine [UCI]: 77.8% to 88.9%, p = 0.028, Prisma: 73.81% to 89.68%, p = 0.002), whereas the lectures did not impact a statistical improvement (UCI: 73.8% to 78.6%, p = 0.460, Prisma: 85.71% to 91.27%, p = 0.236). Learners at UCI noted equivalent results on the IMI for both formats, while residents at Prisma noted they were more motivated by the escape room. Conclusion: Emergency medicine residents at two programs participating in a virtual escape room demonstrated a statistical increase in knowledge on infectious disease content as compared to a lecture format and reported positive motivation ratings for both formats, with one program preferring the escape room.

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Section: How Does This Improve Population Health?mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Virtual Escape Room versus Lecture on Infectious Disease Content: Effect on Resident Knowledge and Motivation

Dimeo

Astemborksi

Smart

et al. 2022

WestJEM

View full text Add to dashboard Cite

show abstract

“…Most researchers have described the utilization of simulated SG in the early years of pharmacy education, including the first, second, and third years. Simulated gamification can be implemented to help students examine various pharmacotherapy topics, including diabetes, 75 , 81 heart failure, 80 cancer, 78 toxicology, 73 non-sterile compounding, 74 geriatrics, 82 and others, such as disaster preparedness, 79 skill-based leadership, 76 opioid medication safety, medication history taking, 71 and APPE readiness. 77 Moreover, in past experiences, SG has proven to be impactful on students’ knowledge and learning experiences.…”

Section: Patients Simulation Implemented In Pharmacy Curriculummentioning

confidence: 99%

Simulation-Based Education Implementation in Pharmacy Curriculum: A Review of the Current Status

Korayem¹,

Alshaya²,

Kurdi³

et al. 2022

AMEP

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Simulation-based education (SBE) is a fundamental teaching method that complements traditional teaching modalities. SBE has improved students’ knowledge, understanding, and numerous essential skills within undergraduate pharmacy education, similar to traditional teaching methods. However, SBE has become crucial for developing students’ teamwork, decision-making, and communication skills. Even though the Accreditation Council for Pharmacy Education (ACPE) has acknowledged the benefit of SBE in interprofessional education (IPE) and the introductory pharmacy practice experience (IPPE). This article provides evidence that SBE can be effective beyond that. This narrative review is focused on the literature related to SBE modalities and the assessment methods of student learning outcomes in the undergraduate pharmacy curriculum. The review illustrates that SBE is an effective teaching method that could be utilized within the pharmacy curriculum. The review also could help pharmacy educators decide on the best modality and placement of integrating patient simulation within the pharmacy curriculum. Combining multiple simulation techniques may be the best way to achieve the desired student learning outcomes.

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“…A review of current literature reveals that most medically themed CYOA and Escape Room activities successfully apply gamification to student teams who are physically present with each other and facilitators [4][5][6][7][8][9][10][11][12][13][14]. Our game differs from traditional models in that it is completely online, may be played individually or in groups, and requires minimal facilitator support.…”

Section: Introductionmentioning

confidence: 99%

Ready Patient One: How to Turn an In-Person Critical Care Simulation Scenario Into an Online Serious Game

Donovan

Cooper

Kim

2021

Cureus

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IntroductionSerious gaming has become popular in healthcare education as an engaging way to train learners. When coronavirus disease 2019 forced the cancellation of in-person simulation sessions, we designed a serious game to deliver content in an interactive format with no out-of-pocket expense. We describe the design process and game reception so that others may replicate it. MethodsWe designed an online game using Choose-Your-Own-Adventure (CYOA) and Escape Room concepts. Using online survey software, we presented an interactive story based on an existing simulation scenario and included interactive puzzles as roadblocks to scenario progression. Each puzzle represented a critical care concept, and many contained hyperlinks to prior basic science lecture material to reinforce learning. A postgame survey assessed students' experience. ResultsAll (N=88) students enrolled in a scheduled simulation session participated in the game, and 75% (66/88) responded to a post-participation survey. All respondents (100%) were able to complete the game. The majority (57.6%) completed the game in 30 minutes to 1 hour. Most students strongly agreed or agreed that the game enhanced their understanding of critical care concepts (93.9-97.0%), and that they were interested in doing more CYOA games (90.9%). ConclusionThe game was well-received, delivered critical care content, and challenged students to apply basic science principles to medical decision-making from the safety of their own homes. The game was self-guided, requiring minimal active facilitator involvement. We plan to expand the use of the game to other settings and explore its use in formative/summative assessment and remediation.

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A heart failure themed escape room approach to enhance pharmacy student learning

Cited by 21 publications

References 7 publications

A Virtual Escape Room versus Lecture on Infectious Disease Content: Effect on Resident Knowledge and Motivation

A Virtual Escape Room versus Lecture on Infectious Disease Content: Effect on Resident Knowledge and Motivation

Simulation-Based Education Implementation in Pharmacy Curriculum: A Review of the Current Status

Ready Patient One: How to Turn an In-Person Critical Care Simulation Scenario Into an Online Serious Game

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