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

Abstract

AbstractBackgroundEscape 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.ApproachWe 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.EvaluationEvaluation 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.ImplicationsWe 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.