Category Ranking
98%
Total Visits
921
Avg Visit Duration
2 minutes
Citations
20
Article Abstract
Background: Simulation escape rooms (SERs) in health professions education are an innovative pedagogical strategy designed to actively develop crucial graduate competencies addressing limitations of traditional teaching. Despite reported benefits, there is a research gap regarding their efficacy, especially with control group studies. Thus, we designed, implemented and evaluated a SER module, recognizing the need for more innovative strategies in our curriculum.
Approach: We employed a nonequivalent control group pre- and post-test design in final-year medical students during paediatric rotations. The control group (n = 55) had conventional student-led seminars, while the intervention group (n = 59) experienced the SER module, which incorporated six sequential challenges to be completed within 45 min. We assessed knowledge acquisition (Kirkpatrick Level 2) using pre- and post-test questionnaires and gathered data on student experiences (Kirkpatrick Level 1) through structured feedback. Facilitator evaluations also contributed to the assessment of competencies.
Evaluation: While achieving similar knowledge gains, the SER intervention significantly enhanced student satisfaction and preference, with students reporting improved clinical competencies, including team communication, leadership and critical thinking. Positive qualitative feedback supported the learning environment and faculty support, and facilitators noted effective teamwork. Challenges included significant faculty time investment, with limitations of short-term knowledge evaluation and dependence on self-reported competency perceptions.
Implications: An innovative paediatric-themed SER module was implemented, demonstrating its feasibility in enhancing learning, engagement and perceived collaborative problem-solving. This study's flexible design provides a useful framework for educators to develop context-specific escape rooms, while also highlighting the need for digital adaptations to improve delivery.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1111/tct.70162 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Unlocking learning: evaluating case-based learning versus escape rooms for first-year dental students: a quasi-experimental study.
Ann Med Surg (Lond)
July 2025
Shifa College of Medicine and Shifa College of Dentisty, Islamabad, Pakistan.
Background: This study evaluates the effectiveness of two small-group teaching methods - case-based learning (CBL) and escape room activities - on first-year dental students' performance and perception, focusing on the neuro-endocrine module. The escape room method incorporates gamification and includes tasks related to basic and relevant clinical sciences, such as trauma scenarios, cranium models, and virtual cadaveric dissections.
Objectives: The primary objective was to assess student performance using two different learning strategies.
Faculty-Led Intervention for Enhancing Advanced Physical Exam Skills in Graduate Education: The SMOR Toolkit.
Nurse Educ
August 2025
Author Affiliations: Department of Graduate Studies, Cizik School of Nursing at UTHealth Houston, Houston, Texas (Drs Momin, Christopherson, Mackavey, and Coghlan).
Background: Traditional methods used to teach health assessment skills and diagnostic reasoning in an advanced health assessment and differential diagnosis course limit skill acquisition and personalized feedback. Integrating small-group learning, online simulations, and reflective practice may improve competency outcomes while aligning with the American Association of Colleges of Nursing Essentials and National Organization of Nurse Practitioner Faculties Core Competencies.
Purpose: To integrate a multimodal intervention to enhance competencies in health assessment, diagnostic reasoning, and clinical documentation.
The effectiveness of escape rooms for nursing students' knowledge, clinical skills and critical thinking: A systematic review and meta-analysis.
Nurse Educ Pract
August 2025
College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China. Electronic address:
Aim: To evaluate the effectiveness of escape room-based learning on nursing students' knowledge, clinical skills and critical thinking through a systematic review and meta-analysis.
Background: Traditional nursing education faces limitations in promoting active learning and higher-order cognitive skills. Escape rooms, as gamified interventions, offer immersive scenarios to enhance engagement and competency development.
The effect of patient safety escape rooms on nursing students' knowledge level and team cooperation.
Nurse Educ Pract
August 2025
Karadeniz Technical University, Faculty of Health Sciences, Department of Nursing, Trabzon, Turkey. Electronic address:
Aim: This study aimed to evaluate the impact of escape room game design, an active teaching strategy, on nursing students' knowledge of patient safety and team cooperation.
Background: Gamification-based escape rooms enhance knowledge and skill acquisition by fostering student motivation and promoting active learning.
Design: A randomized controlled experimental design with pre-post tests was employed.
Help! I'm trapped in the brain-An escape room to review head and neck anatomy.
Anat Sci Educ
August 2025
Department of Foundational Sciences, Methodist University Cape Fear Valley Health, Fayetteville, North Carolina, USA.
The popularity of escape rooms as a teaching tool in medical education has grown in recent years due to their ability to increase knowledge, self-confidence, and promote team-based skills. To increase efficacy in learning head and neck anatomy, a virtual escape room was built and employed as a review with a Health Professions Anatomy course. The concept was that students were trapped within the brain and had to determine the correct cranial nerve exit.
View Article and Find Full Text PDF