Benefits of an Escape Room as a Novel Educational Activity for Radiology Residents

Jambhekar, Kedar; Pahls, Rachel P.; Deloney, Linda A.

doi:10.1016/j.acra.2019.04.021

Cited by 83 publications

(58 citation statements)

References 22 publications

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“…Crossword puzzle 5.5 (4)(5)(6)(7)(8) an escape room, lecture-based teaching or a 'no directed teaching' group, and the fact that our teaching session included a lecture component as well. Therefore, whilst we were able to demonstrate students' enjoyment and improvement in paediatric radiology knowledge, we cannot draw any conclusion as to whether this teaching method is more effective than the usual lecture-based teaching or self-directed learning, nor the degree of influence the tutorial component of the escape room session played on knowledge improvement.…”

Section: Discussionmentioning

confidence: 99%

“…A time limitation is commonly present to introduce an element of stress, excitement and competition. This teaching method has been shown to be feasible and enjoyable when developed and tested on radiology trainees [6], as well as undergraduate students on a variety of healthcare topics (e.g. nursing [7,8], pharmacy [9], surgery [10,11] and dermatology [12]).…”

Section: Introductionmentioning

confidence: 99%

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Feasibility of a paediatric radiology escape room for undergraduate education

et al. 2020

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Objectives: To develop a paediatric radiology themed escape room session for undergraduate education and secondly, to determine participant satisfaction and improvement in knowledge. Methods: A paediatric radiology escape room with accompanying tutorial was developed around key learning objectives set within the RCR and ESR undergraduate curriculum. Students were recruited from two different universities and undertook the escape room themed teaching. An 8-question single best answer (SBA) test was completed before, immediately after and at 2 weeks post-teaching to determine participant improvement and retention of knowledge. The general feedback was also collected. Results: The escape room sessions were held three times, for 19 students (6-7 students per session). All groups completed the escape room in ≤ 20 min. Students enjoyed the experience, assigning an average satisfaction score of 9.4/10 (range 7-10). The majority (17/19, 89.5%) preferred this method of teaching to a lecture-based tutorial alone, although all said they found the tutorial component useful. For the SBA test, there was an average increase in 3.6 marks (range 1-6 marks) per participant between before and after the escape room. This improved knowledge was mostly sustained after 2 weeks, with an average increase of 3.4 marks difference (range 1 to 6) per participant compared to before the teaching. Conclusions: A paediatric radiology themed escape room is a feasible teaching method, enjoyed by participants and associated with an increase in radiological knowledge. Further work with larger sample size and direct comparison with other traditional teaching methods is required.A paediatric radiology themed escape room is a feasible teaching method. Students enjoyed the escape room, and most preferred it over didactic lectures. Improvement in paediatric radiology knowledge was maintained after the teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Feasibility of a paediatric radiology escape room for undergraduate education

et al. 2020

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“…In [10], it was the students themselves who were in charge of writing down the time remaining on the clock upon completion of the escape room for their peers to see. A few works have reported that students were monitored by means of video surveillance [14], [20], [21], [23], [39], which is more common in escape rooms in which only one team participates at a time and participants are actually "locked" in a physical room. Similarly, in the study reported in [11], the activity organizers observed participants' progress throughout the escape room behind a one-way mirror and recorded the time to completion, the number of hints provided, and the team collaboration strategies used.…”

Section: Related Workmentioning

confidence: 99%

“…Different researchers have reported on using this sort of activities in a wide variety of fields including nursing [8]- [10], medicine [11]- [15], physiotherapy [16], pharmacy [17]- [23], physics [24], chemistry [25]- [30], biology [31], [32], cryptography [33], mathematics [34], [35], and computer science, [36]- [39]. These studies have provided firm experimental evidence that educational escape rooms can produce positive impacts on student engagement [8]- [14], [16]- [22], [25], [26], [28], [28]- [32], [34]- [38], [40] and learning [20], [21], [32], [37], [38], [40], both whey they are conducted face-to-face [8]- [14], [16]- [22], [25], [26], [28], [29], [31], [32], [34]- [37],…”

Section: Introductionmentioning

confidence: 99%

Escapp: A Web Platform for Conducting Educational Escape Rooms

López-Pernas

Gordillo²,

Barra

et al. 2021

IEEE Access

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Educational escape rooms are emerging as a new type of learning activity with the potential to enhance students' learning through highly engaging experiences. However, conducting educational escape rooms effectively is very complex and there are no software tools available for this purpose. This lack of support is hindering the widespread use and adoption of these activities. This article presents Escapp, a web platform that allows teachers to conduct effective and highly engaging educational escape rooms. The platform has been used for conducting three different educational escape rooms (one face-to-face and two remotely) in three higher education settings. Three case studies were conducted to empirically evaluate the usefulness of Escapp for conducting these activities, which involved more than 400 students. On the one hand, a questionnaire was administered to students to gather their opinions on the Escapp platform, obtaining very positive results in terms of overall usefulness, usability and engagement. On the other hand, data automatically recorded by Escapp during the three educational escape rooms are presented as evidence of the high number of student interactions that take place during activities of this kind and the need of using a software system for conducting them in an effective way. The results of this article show that Escapp is a well-suited solution for conducting effective face-to-face and remote educational escape rooms.

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“…The material reviewed for this article showed some common traits in the use of escape rooms in education. For example, in a typical escape room, the experience starts with an introduction, during which a game master, written message, or video introduces the participants to the room and explains the rules of the game (Jambhekar, Pahls, & Deloney, 2019;Watermeier & Salzameda, 2019). During the introduction, the participants are also referred to as "teams" that need to work together to succeed.…”

Section: Use Of Escape Rooms In Educationmentioning

confidence: 99%

A review on use of escape rooms in education – touching the void

et al. 2020

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This review article focuses on use of an escape room as a didactic tool in teaching and learning, as identified in empirical studies that have examined the use of escape rooms in educational contexts. The review studied the methods used to study escape rooms, what the focus of attention was, what the reported use was, and implications this has for the use of escape rooms for teaching and learning. Our analysis showed that most studies are concerned with the implementation and use of an escape room in relation to four fields of attention; scenario, curriculum, 21st-century skills, and motivation. Overall, the reviewed articles indicate that more studies are needed on the use of escape rooms for educational purposes. It seems that research on this topic has reached a new phase, and there is a need for structured research and transparency in the research design and methods for data collection and analysis. We see opportunities for the use of escape rooms as a didactic tool in primary and secondary education, and in teacher education.

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Benefits of an Escape Room as a Novel Educational Activity for Radiology Residents

Cited by 83 publications

References 22 publications

Feasibility of a paediatric radiology escape room for undergraduate education

Feasibility of a paediatric radiology escape room for undergraduate education

Escapp: A Web Platform for Conducting Educational Escape Rooms

A review on use of escape rooms in education – touching the void

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