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

Area of Science:

• Medical Education
• Dental Education
• Neuroendocrinology

Background:

• This study compares case-based learning (CBL) and escape room activities for teaching the neuro-endocrine module to first-year dental students.
• The escape room incorporated gamification with clinical science tasks, including trauma scenarios and virtual dissections.

Purpose of the Study:

• To evaluate the effectiveness of CBL versus escape room activities on dental student performance.
• To assess student perceptions regarding these two small-group teaching methods.

Main Methods:

• A quasi-experimental design with 50 first-year dental students in Islamabad, Pakistan.
• Students were randomly assigned to either CBL or escape room groups, both requiring teamwork and collaboration.
• Performance was measured via pre- and post-tests, and perceptions were gathered using a Likert scale feedback form.

Main Results:

• Both teaching methods significantly improved student scores (P < 0.001).
• No significant performance difference was found between CBL and escape room interventions (P = 0.855, P = 0.652).
• Escape room activities resulted in higher reported enjoyment and perceived usefulness.

Conclusions:

• Case-based learning and escape room activities are effective in enhancing dental student performance.
• Gamification and interactive elements in teaching methods can boost teamwork and student satisfaction.