Unlocking learning: evaluating case-based learning versus escape rooms for first-year dental students: a quasi-experimental study.

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. A secondary objective was to gauge students' perceptions of learning through these activities.

Methods: A quasi-experimental study involved 50 first-year dental students from a University located in Islamabad, Pakistan. Initially, the class was divided into two groups, and students received the learning objectives a day prior. They were randomly assigned into four groups 10 minutes before the activities: two groups proceeded with CBL and two engaged in the escape room. Both interventions required teamwork and collaboration while following the same objectives, which included tasks related to basic and relevant clinical sciences. Pre- and post-tests assessed performance, while perceptions were evaluated through a Likert scale feedback form based on Kirkpatrick's Model. Data were analyzed using SPSS 26 with appropriate statistical comparisons.

Results: Both groups showed significant score improvements ( < 0.001), but there were no significant differences between the two interventions ( = 0.855, = 0.652). Chi-square tests indicated higher enjoyment and perceived usefulness for the Escape Room.

Conclusion: Both teaching methods effectively improved student performance. Incorporating gamification and interactive tasks has the potential to enhance teamwork and satisfaction.