Delivering a Novel Medical Education “Escape Room” at a National Scientific Conference: First Live, Then Pivoting to Remote Learning Because of COVID-19

Kaul, Viren; Morris, Amy; Chae, June; Town, James A.; Kelly, William F.

doi:10.1016/j.chest.2021.04.069

Cited by 15 publications

(9 citation statements)

References 30 publications

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“…There are a couple of studies that described their experience and adaptation of virtual interactive learning during COVID-19. Most of these studies found a similar perception of VERs to previously documented perceptions of live-escape rooms [ 17 , 18 , 19 , 20 , 21 , 22 ]. However, none of these virtual escape rooms covered pharmacotherapy courses.…”

Section: Introductionsupporting

confidence: 68%

The Geriatric Virtual Escape Room in Pharmacy Education: Female Students Escape Significantly Faster than Male Students

Badr¹

2022

Pharmacy

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Due to COVID-19 and the limitation of face-face teaching, electronic adaptation for formative and continuous assessment methods were greatly used and documented between 2020 and 2021. This study aims to implement a virtual escape room that will help assist and refine problem-solving skills in fifth-year pharmacy students by reviewing Beer’s criteria and selecting the most appropriate management. A descriptive cross-sectional study was conducted following the implementation of the virtual escape room using google form. Students had to unlock five puzzles using Beer’s criteria. To evaluate pharmacy students’ perception of this method, they completed a survey to identify their views of the game. Of the 128 students enrolled in the geriatric course, all were able to escape (100%). A one-sample t-test indicated statistical significance between gender. Female students escaped statistically faster than male students (p < 0.00002) and were more likely to recommend the game to other students and thought the game encouraged them to think of the material in a new way, whereas male students were more neutral towards it. In conclusion, the geriatric virtual escape room was successfully implemented as a pilot innovative method to assist in virtual learning. However, future studies should investigate virtual gamification in pharmacy education and its impact on learning, as well as identify if there were any gender-specific differences in using these tools.

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Section: Introductionsupporting

confidence: 68%

The Geriatric Virtual Escape Room in Pharmacy Education: Female Students Escape Significantly Faster than Male Students

Badr¹

2022

Pharmacy

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“…Escape rooms, since their inception in Japan in 2007, are a popular type of adventure game in which a team of players discover clues and solve puzzles in order to accomplish a goal within an allotted time. Recently, there has been a rise in introducing "Escape Rooms" in medical education [10][11][12][13]. Nonetheless, there is a paucity of literature regarding the use of "Escape Rooms" in the assessment of medical students' clinical skills.…”

Section: Introductionmentioning

confidence: 99%

Teaching “medical interview and physical examination” from the very beginning of medical school and using “escape rooms” during the final assessment: achievements and educational impact in Japan

et al. 2022

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Background There is no consensus regarding the best time to teach two fundamental pillars of clinical medicine: medical interview and physical examination. We investigated the impacts of teaching the course “Medical Interview and Physical Examination” in Japan from the very beginning of medical school. In addition, we also evaluated the educational value of using “Escape Rooms”, a series of timed, game-based scenarios using simulators, as a part of the final assessment of the course. Methods At the end of the course, the interview capabilities of 140 first year medical students at International University of Health and Welfare (Japan) were assessed by physicians who acted as simulated patients. Physical examination skills were assessed using the “Escape Room” team task method. Students also self-assessed their confidence in their physical examination skills pre and post “Escape Rooms.” A day prior to the final assessment, students completed an anonymous course evaluation. Results The average global rating of the students’ medical interview skills using a rating scale from 1 to 6 (1-fail 6-outstanding, no different from practicing junior physician’s level) was 4.6. Twenty-two students scored the highest mark of 6. An average of 89% of “Escape Room” teams finished all the physical examination tasks correctly within the allotted time. All teams that could not finish in time completed all tasks correctly when given an additional 3 to 5 min. Students’ self-assessed confidence in their physical examination skills increased from 49 to 73 (out of 100) pre and post “Escape Rooms.” In the course evaluation questionnaire, 99% of students answered “this course enhanced their motivation” (response rate 89%) and 99% also answered “this course was interesting and useful” (response rate 86%). Conclusions This descriptive study analyzing both quantitative and qualitative data showed that the course not only achieved the intended objectives of successfully conducting comprehensive medical interview and basic physical examination skills, but also enhanced student motivation. “Escape Rooms”, used for the course assessment, in itself enhanced students’ self-perceived physical examination skills and had an added educational value.

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“…Another example that could be used to meet the objective of the analysis is described by Kaul et al who created a puzzle that required learners to correctly turn multiple wheels to align clinical history, exposure, and imaging findings of interstitial lung disease. 34 Objective 5: Evaluate A further domain of Bloom's Taxonomy is "evaluation." Learners commonly learn how to critique and evaluate research during their training.…”

Section: Puzzle Typesmentioning

confidence: 99%

Section: Objective 4: Analyzementioning

confidence: 99%

ESCAPE the Boring Lecture: Tips and Tricks on Building Puzzles for Medical Education Escape Rooms

Shah,

Pitt,

Norton

2023

Journal of Medical Education and Curricular Development

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Escape rooms in medical education are a novel, game-based learning approach for teaching medical topics. In these escape rooms, learners complete a sequential series of medical-themed puzzles leading them to “escape” a specific story. Designing puzzles can be anxiety-provoking and may be the gatekeeper for educators in medicine to create their own escape rooms. Though there have been publications on the importance and methods of building a healthcare-themed-escape room, there is a gap in the literature on designing puzzles to teach specific learning objectives successfully. In this Scholarly Perspective, the authors share puzzle ideas and support tools and use Bloom's taxonomy as the framework to teach educators how to design challenging and engaging escape room puzzles.

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Delivering a Novel Medical Education “Escape Room” at a National Scientific Conference: First Live, Then Pivoting to Remote Learning Because of COVID-19

Cited by 15 publications

References 30 publications

The Geriatric Virtual Escape Room in Pharmacy Education: Female Students Escape Significantly Faster than Male Students

The Geriatric Virtual Escape Room in Pharmacy Education: Female Students Escape Significantly Faster than Male Students

Teaching “medical interview and physical examination” from the very beginning of medical school and using “escape rooms” during the final assessment: achievements and educational impact in Japan

ESCAPE the Boring Lecture: Tips and Tricks on Building Puzzles for Medical Education Escape Rooms

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