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Shrivastava SR, Shrivastava PS, Tiwade Y. Employing Escape Rooms in Medical Education to Deliver Engaging and Immersive Learning: Brief Review. JOURNAL OF PHARMACY AND BIOALLIED SCIENCES 2024; 16:S1088-S1090. [PMID: 38882807 PMCID: PMC11174198 DOI: 10.4103/jpbs.jpbs_1233_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2023] [Revised: 12/22/2023] [Accepted: 01/09/2024] [Indexed: 06/18/2024] Open
Abstract
The conventional mode of medical education is delivered using didactic lectures, wherein teachers disseminate the desired information to a large number of students in a structured manner. The purpose of the current review is to explore the scope and need of escape rooms in medical education and identify the potential considerations to be acknowledged while designing an escape room in a medical college for training undergraduate medical students. Escape rooms in principle refer to the learning environments that are interactive and immersive, in the sense that students who are part of these rooms are posed with a puzzle or a challenge or a task that must be solved by them within a defined period of timeframe to eventually escape from the room, which is the ultimate goal of such sessions. The success of escape rooms is determined depending by the way it has been designed, in terms of their ability to engage the involved participants and promote collaboration. In conclusion, the employment of escape rooms in medical education is an innovative teaching-learning method to overcome the limitations of conventional strategies. Acknowledging the merits of escape rooms in the development of critical thinking and teamwork skills, it is the need of the hour that every medical institution must explore the possibility and introduce it within their settings to ensure experiential and long-term learning among medical students.
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Affiliation(s)
- Saurabh RamBihariLal Shrivastava
- Deputy Director (Research and Development), Off Campus, Datta Meghe Institute of Higher Education and Research, Department of Community Medicine, Datta Meghe Medical College, Datta Meghe Institute of Higher Education and Research, Wanadongri, Nagpur, Maharashtra, India
| | | | - Yugeshwari Tiwade
- Department of Community Medicine, Jawaharlal Nehru Medical College, Datta Meghe Institute of Higher Education and Research, Sawangi, Wardha, Maharashtra, India
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Przybyl H, Boyle E. Creating an Escape Room for Continuous Renal Replacement Therapy Validation. Crit Care Nurse 2023; 43:68-71. [PMID: 37257869 DOI: 10.4037/ccn2023243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Affiliation(s)
- Heather Przybyl
- Heather Przybyl is the registered nurse-certified specialist for the critical care service line at Banner - University Medical Center Phoenix, Arizona
| | - Emily Boyle
- Emily Boyle is associate director of the trauma surgical intensive care unit at Banner - University Medical Center Phoenix
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Lundholm MD, Simpson KP, Ozark L. A medical escape room to build intern workplace social capital in an internal medicine residency program. MEDICAL TEACHER 2022; 44:546-550. [PMID: 34822314 DOI: 10.1080/0142159x.2021.2005243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
PURPOSE Trainee well-being is a growing focus in graduate medical education. One emerging area in occupational literature is the psychosocial environment of the workplace, of which a large component is workplace social capital (WSC). WSC encompasses how well a group connects to one another. Medical escape rooms (MERs) recently have been studied in various healthcare settings and are one proposed intervention to increase WSC. METHODS This is a single-center before-and-after survey study at the Loyola University Medical Center in 2021 to measure the effect of a MER on WSC amongst interns. Our Chief Resident created a 1-hour MER. WSC scores were measured using a modified version of a validated WSC scale. Scores were analyzed with paired t-test analysis and chi-square analysis. Open-ended feedback was also collected. RESULTS Of 52 eligible intern residents, 51 (98%) participated in the MER, and 41 (80%) completed the pre- and post-activity survey. All six survey statements had a greater percentage of positive responses following the MER. The average score across all participants and questions was 4.66 out of 5 on the pre-survey, and 4.90 on the post-survey (p < 0.001). CONCLUSIONS The MER significantly improved intern resident WSC scores, and proved a valuable addition to our curriculum.
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Affiliation(s)
- Michelle D Lundholm
- Department of Internal Medicine, Loyola University Medical Center, Maywood, IL, USA
| | - Kevin P Simpson
- Department of Internal Medicine, Loyola University Medical Center, Maywood, IL, USA
| | - Laura Ozark
- Department of Internal Medicine, Loyola University Medical Center, Maywood, IL, USA
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Kaul V, Morris A, Chae JM, Town JA, Kelly WF. Delivering a Novel Medical Education "Escape Room" at a National Scientific Conference: First Live, Then Pivoting to Remote Learning Because of COVID-19. Chest 2021; 160:1424-1432. [PMID: 34029564 PMCID: PMC8457933 DOI: 10.1016/j.chest.2021.04.069] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2021] [Revised: 04/25/2021] [Accepted: 04/26/2021] [Indexed: 11/28/2022] Open
Abstract
Escape Rooms are gaining prominence as education modalities; the use of principles of game design have been shown to augment knowledge acquisition in a fun, team-based learning experience ("edutainment"). In this report, we outline some of the medical literature and then provide our step-by-step approach and lessons learned when building what was, to our knowledge, the first continuing medical education Escape Room at a national scientific meeting. We then comment on how this innovative educational offering was reimagined the following year for remote (virtual) learning because of the COVID-19 pandemic.
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Affiliation(s)
- Viren Kaul
- Crouse Health/SUNY Upstate Medical University, Syracuse, NY
| | | | | | | | - William F Kelly
- Uniformed Services University of the Health Sciences, Bethesda, MD.
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Cohen TN, Griggs AC, Kanji FF, Cohen KA, Lazzara EH, Keebler JR, Gewertz BL. Advancing team cohesion: Using an escape room as a novel approach. JOURNAL OF PATIENT SAFETY AND RISK MANAGEMENT 2021. [DOI: 10.1177/25160435211005934] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
Objective An escape room was used to study teamwork and its determinants, which have been found to relate to the quality and safety of patient care delivery. This pilot study aimed to explore the value of an escape room as a mechanism for improving cohesion among interdisciplinary healthcare teams. Methods This research was conducted at a nonprofit medical center in Southern California. All participants who work on a team were invited to participate. Authors employed an interrupted within-subjects design, with two pre- and post-escape room questionnaires related to two facets of group cohesion: (belonging – (PGC-B) and morale (PGC-M)). Participants rated their perceptions of group cohesion before, after, and one-month after the escape room. The main outcome measures included PGC-B/M. Results Sixty-two teams participated (n = 280 participants) of which 31 teams (50%) successfully “escaped” in the allotted 45 minutes. There was a statistically significant difference in PGC between the three time periods, F(4, 254) = 24.10, p < .001; Wilks’ Λ = .725; partial η2 = .275. Results indicated significantly higher scores for PGC immediately after the escape room and at the one-month follow-up compared to baseline. Conclusions This work offers insights into the utility of using an escape room as a team building intervention in interprofessional healthcare teams. Considering the modifiability of escape rooms, they may function as valuable team building mechanisms in healthcare. More work is needed to determine how escape rooms compare to more traditional team building curriculums.
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Affiliation(s)
- Tara N Cohen
- Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA, USA
| | - Andrew C Griggs
- Department of Human Factors and Behavioral Neurobiology, Embry-Riddle Aeronautical University, Daytona Beach, FL, USA
| | - Falisha F Kanji
- Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA, USA
| | - Kate A Cohen
- Department of Enterprise Information Services, Cedars-Sinai Medical Center, Los Angeles, CA, USA
| | - Elizabeth H Lazzara
- Department of Human Factors and Behavioral Neurobiology, Embry-Riddle Aeronautical University, Daytona Beach, FL, USA
| | - Joseph R Keebler
- Department of Human Factors and Behavioral Neurobiology, Embry-Riddle Aeronautical University, Daytona Beach, FL, USA
| | - Bruce L Gewertz
- Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA, USA
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Terlouw G, Kuipers D, van 't Veer J, Prins JT, Pierie JPEN. The Development of an Escape Room-Based Serious Game to Trigger Social Interaction and Communication Between High-Functioning Children With Autism and Their Peers: Iterative Design Approach. JMIR Serious Games 2021; 9:e19765. [PMID: 33755023 PMCID: PMC8294642 DOI: 10.2196/19765] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Revised: 12/14/2020] [Accepted: 02/14/2021] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Children with autism spectrum disorder (ASD) have social deficits that affect social interactions, communication, and relationships with peers. Many existing interventions focus mainly on improving social skills in clinical settings. In addition to the direct instruction-based programs, activity-based programs could be of added value, especially to bridge the relational gap between children with ASD and their peers. OBJECTIVE The aim of this study is to describe an iterative design process for the development of an escape room-based serious game as a boundary object. The purpose of the serious game is to facilitate direct communication between high-functioning children with ASD and their peers, for the development of social skills on the one hand and strengthening relationships with peers through a fun and engaging activity on the other hand. METHODS This study is structured around the Design Research Framework to develop an escape room through an iterative-incremental process. With a pool of 37 children, including 23 children diagnosed with ASD (5 girls) and 14 children (7 girls) attending special primary education for other additional needs, 4 testing sessions around different prototypes were conducted. The beta prototype was subsequently reviewed by experts (n=12). During the design research process, we examined in small steps whether the developed prototypes are feasible and whether they have the potential to achieve the formulated goals of different stakeholders. RESULTS By testing various prototypes, several insights were found and used to improve the design. Insights were gained in finding a fitting and appealing theme for the children, composing the content, and addressing different constraints in applying the goals from the children's and therapeutic perspectives. Eventually, a multiplayer virtual escape room, AScapeD, was developed. Three children can play the serious game in the same room on tablets. The first test shows that the game enacts equal cooperation and communication among the children. CONCLUSIONS This paper presents an iterative design process for AScapeD. AScapeD enacts equal cooperation and communication in a playful way between children with ASD and their peers. The conceptual structure of an escape room contributes to the natural emergence of communication and cooperation. The iterative design process has been beneficial for finding a constructive game structure to address all formulated goals, and it contributed to the design of a serious game as a boundary object that mediates the various objectives of different stakeholders. We present 5 lessons learned from the design process. The developed prototype is feasible and has the potential to achieve the goals of the serious game.
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Affiliation(s)
- Gijs Terlouw
- NHL Stenden University of Applied Sciences, Leeuwarden, Netherlands
- Medical Faculty Lifelong Learning, Education & Assessment Research Network, University Medical Center Groningen, University of Groningen, Groningen, Netherlands
| | - Derek Kuipers
- Research Group Serious Gaming, NHL Stenden University of Applied Sciences, Leeuwarden, Netherlands
| | - Job van 't Veer
- Research Group Digital Innovation in Healthcare and Social Work, NHL Stenden University of Applied Sciences, Leeuwarden, Netherlands
| | - Jelle T Prins
- University Medical Center Groningen, University of Groningen, Groningen, Netherlands
| | - Jean Pierre E N Pierie
- Post Graduate School of Medicine, University Medical Center Groningen, University of Groningen, Groningen, Netherlands
- Surgery Department, Medical Center Leeuwarden, Leeuwarden, Netherlands
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Jenkin I, Fairhurst N. Escape room to operating room: A potential training modality? MEDICAL TEACHER 2020; 42:596. [PMID: 31448990 DOI: 10.1080/0142159x.2019.1657821] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Affiliation(s)
- Ifan Jenkin
- University of Oxford Medical Sciences Division, Medical Sciences Office, John Radcliffe Hospital, Headley Way, OX3 9DU, Oxford
| | - Natalie Fairhurst
- University of Oxford Medical Sciences Division, Medical Sciences Office, John Radcliffe Hospital, Headley Way, OX3 9DU, Oxford
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Affiliation(s)
| | - Alexander Trujillo Mejia
- Anesthesia Department, Faculty of Medicine, Hospital Infantil Rafael Henao Toro, Universidad de Caldas, Manizales, Colombia
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Liu C, Patel R, Ogunjinmi B, Briffa C, Allain-Chapman M, Coffey J, Kallam N, Leung MST, Lim A, Shamsad S, El-Sharnouby F, Tsang E, Whitehead J, Bretherton J, Ramsay L, Shelmerdine SC. Feasibility of a paediatric radiology escape room for undergraduate education. Insights Imaging 2020; 11:50. [PMID: 32193698 PMCID: PMC7082448 DOI: 10.1186/s13244-020-00856-9] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2019] [Accepted: 03/02/2020] [Indexed: 12/13/2022] Open
Abstract
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.
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Affiliation(s)
- Chantal Liu
- St. Georges, University of London, Cranmer Terrace, London, SW17 0T, UK
| | - Raeesa Patel
- University College London Medical School, 74 Huntley Street, London, WC1E 6BT, UK
| | - Bukola Ogunjinmi
- St. Georges, University of London, Cranmer Terrace, London, SW17 0T, UK
| | - Corey Briffa
- St. Georges, University of London, Cranmer Terrace, London, SW17 0T, UK
| | | | - Josephine Coffey
- St. Georges, University of London, Cranmer Terrace, London, SW17 0T, UK
| | - Neha Kallam
- St. Georges, University of London, Cranmer Terrace, London, SW17 0T, UK
| | | | - Annabelle Lim
- St. Georges, University of London, Cranmer Terrace, London, SW17 0T, UK
| | - Sabina Shamsad
- University College London Medical School, 74 Huntley Street, London, WC1E 6BT, UK
| | - Farah El-Sharnouby
- University College London Medical School, 74 Huntley Street, London, WC1E 6BT, UK
| | - Emily Tsang
- St. Georges, University of London, Cranmer Terrace, London, SW17 0T, UK
| | - Jennifer Whitehead
- University College London Medical School, 74 Huntley Street, London, WC1E 6BT, UK
| | - Josephine Bretherton
- Great Ormond Street Hospital for Children NHS Foundation Trust, London, WC1N 3JH, UK
| | - Lauren Ramsay
- Great Ormond Street Hospital for Children NHS Foundation Trust, London, WC1N 3JH, UK
| | - Susan C Shelmerdine
- Great Ormond Street Hospital for Children NHS Foundation Trust, London, WC1N 3JH, UK. .,UCL Great Ormond Street Institute of Child Health, WC1N 1EH, London, UK.
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