Engage, Escape and Evolve: Simulation Escape Rooms as a Transformative Pedagogy in Health Professions Education

Area of Science:

• Medical Education
• Pediatric Rotations
• Graduate Competencies

Background:

• Simulation escape rooms (SERs) offer innovative pedagogical strategies in health professions education.
• A research gap exists regarding the efficacy of SERs, particularly in control group studies.
• This study addresses the need for innovative curriculum strategies by evaluating a SER module.

Purpose of the Study:

• To design, implement, and evaluate a simulation escape room (SER) module for final-year medical students.
• To assess the impact of SERs on knowledge acquisition and student experiences.
• To evaluate the development of crucial graduate competencies through an innovative pedagogical approach.

Main Methods:

• A nonequivalent control group pre- and post-test design was used with final-year medical students.
• The intervention group (n=59) participated in a 45-minute SER module, while the control group (n=55) attended conventional seminars.
• Knowledge acquisition (Kirkpatrick Level 2) and student experiences (Kirkpatrick Level 1) were assessed via questionnaires and feedback.

Main Results:

• The SER intervention significantly enhanced student satisfaction and preference compared to traditional methods.
• Students reported improved clinical competencies, including team communication, leadership, and critical thinking.
• Similar knowledge gains were observed between the SER and control groups, but SERs fostered greater engagement.

Conclusions:

• A pediatric-themed SER module is a feasible and effective strategy for enhancing learning, engagement, and perceived collaborative problem-solving skills.
• The study provides a flexible framework for educators to develop context-specific SERs.
• Further research is needed on digital adaptations and long-term knowledge retention for SERs.