Fluid and Electrolyte Escape Room

Barker, Nancy Nichols; Kaulback, Michelle; Yocom, Danielle

doi:10.3928/01484834-20200422-14

Cited by 10 publications

(8 citation statements)

References 2 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%

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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

“…1 The educational escape room is an innovative teaching strategy that combines learning design, game mechanics, and logic. 2 Educational escape rooms have been used in higher education in a variety of disciplines, such as pharmacology, 3 nursing, [4][5][6] physical therapy, 7 medicine, 8 and computer programming. 9,10 They have also been used outside the classroom.…”

Section: Key Pointsmentioning

confidence: 99%

“…To solve the puzzles, students needed to apply the course content. Barker et al 4 created an escape room for nursing students to increase comprehension and retention of material related to fluid and electrolyte imbalance. One of their puzzles required participants to correctly determine the infusion rate.…”

Section: Key Pointsmentioning

confidence: 99%

Design and Evaluation of an Athletic Training Educational Escape Room

Davlin-Pater

2021

Athletic Training Education Journal

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Context The educational escape room is an innovative teaching strategy, and the use of this technique is gaining popularity in some health care disciplines. It is believed to promote acquisition of knowledge and skills, increase motivation, and encourage engagement, critical thinking, collaboration, and problem-solving. Objective To describe the use of an innovative educational escape room in a master's-level athletic training course and to examine learning effectiveness and students' perceptions. Design Quasi-experimental. Setting A Commission on Accreditation of Athletic Training Education–accredited master's-level athletic training program. Patients or Other Participants A convenience sample of 14 students enrolled in a master's-level professional athletic training program participated. Intervention(s) Educational escape room. Main Outcome Measures(s) A paired-samples t test was used to determine differences between preactivity and postactivity knowledge-assessment scores. Measures of central tendency were used for survey questions related to student perceptions of the activity. Student perceptions were assessed after the intervention. Results All participants completed the preactivity and postactivity knowledge assessments. The difference in scores was found to be statistically significant (t13 = −4.502, P = .001), with a large effect size (Cohen d = 1.32). Participants thought the escape room was an effective way to improve their knowledge of course materials (mean ± SD = 5.0 ± 0.0) and encouraged them to apply course material in a new way (mean ± SD = 4.9 ± 0.27). Participants reported that they had fun (mean ± SD = 5.0 ± 0.0) and felt that the activity was immersive (mean ± SD = 5.0 ± 0.00). Qualitative elements from the postactivity survey corroborated the data. Conclusions The education escape room described in this study promoted learning while providing a fun and engaging learning experience with positive perceived value.

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“…As mentioned above, the use of the escape room in health sciences education is growing. The escape room has been used with emergency medicine, radiology, and other medical residents, [14][15][16] surgical medical students, [17] students from 5 different health care professions, [18] nursing students, [19][20][21][22][23][24] pharmacy students, [25,26] and a course for pharmacy management. [27] All of these studies report positive results in terms of satisfaction, learning, applying knowledge, and work and communication skills.…”

Section: Introductionmentioning

confidence: 99%

Nursing students’ experience using an escape room for training clinical skills and competencies on emergency care: A qualitative observational study

et al. 2022

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Game-based learning is increasing in nursing education. Also, the assessment of the utility of the escape room game is growing. To explore nursing students' opinion about the escape room as an evaluation game, a qualitative observational study with nursing students was carried out. An ad hoc questionnaire with open questions was sent after the game learning experience. The escape room included knowledge and techniques from different specialties. The escape room learning game was a positive experience for the students. The main highlighted characteristics were fun, dynamic, and motivating way to study and learn. Other interesting variables were: "Working as a team and under pressure" (It's a group activity in which everyone must work together. It is a good challenge to learn how to work in urgent situations) and "Different way to assess students´ learning" (In this type of game, I can show more things and not only theoretical knowledge). Game-based learning is increasing in nursing education, as well as the assessment of the utility of the escape room game. Using an escape room for assessing nursing students' knowledge is a positive experience. This learning experience can be also used with nurses in different specialties to promote teamwork and working under pressure.

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Fluid and Electrolyte Escape Room

Cited by 10 publications

References 2 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

Design and Evaluation of an Athletic Training Educational Escape Room

Nursing students’ experience using an escape room for training clinical skills and competencies on emergency care: A qualitative observational study

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