Design and implementation of two medical escape rooms: an educational case study

Percival, K., Snow, S. and Isles, C. (2023) Design and implementation of two medical escape rooms: an educational case study. Clinical Teacher, 20(3), e13578. (doi: 10.1111/tct.13578) (PMID:37102471)

Abstract

Background: Escape rooms (ERs) have become increasingly popular as an interactive educational experience, especially in medical education. We present an educational case study covering the design, implementation and evaluation of two medical ERs. Approach: We created ERs for senior medical students from Glasgow University on rotation at Dumfries and Galloway Royal Infirmary. Students assessed and managed a patient presenting with either stroke or sepsis. The information gained during students' assessment ‘unlocked’ padlocks or generated codes providing further information or equipment. The ERs were evaluated following analysis of video recordings, debriefings and student and faculty feedback. Evaluation: Evaluation was focused on students' perceptions of the teaching experience, with changes made to the scenario design following student feedback and faculty reflection. Feedback was positive; students enjoyed the ‘fun’ nature of the learning experience. They felt they gained knowledge covering the subject areas and that the ERs also highlighted the importance of non-technical skills. We discuss the aspects of ER design and implementation that we learnt during the evaluation process. Implications: We have shown that medical ERs provide an immersive and engaging learning experience for students. We recognise a need for a more objective review of knowledge gained. We hope that by sharing our design and assessment of two medical ERs, we may inform and inspire other educators to consider ERs as an innovative learning experience.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Snow, Dr Sarah and Isles, Dr Christopher
• Authors: Percival, K., Snow, S., and Isles, C.
• College/School: College of Medical Veterinary and Life Sciences > School of Medicine, Dentistry & Nursing
• Journal Name: Clinical Teacher
• Publisher: Wiley
• ISSN: 1743-4971
• ISSN (Online): 1743-498X
• Published Online: 27 April 2023
• Copyright Holders: Copyright © 2023 Association for the Study of Medical Education and John Wiley & Sons Ltd.
• First Published: First published in Clinical Teacher 20(3):e13578
• Publisher Policy: Reproduced in accordance with the publisher copyright policy