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Implementation of a Virtual Escape Room Into a Pulmonary and Critical Care Fellows National Course: A Pilot Study
Yerandy Gil1, Michele Iguina2, Roger Wong3
1HCA Florida Aventura Hospital, Aventura, FL, USA.
Journal of Medical Education and Curricular Development
|October 30, 2025
Summary
Virtual escape rooms (VER) in medical education significantly improved knowledge acquisition among pulmonary and critical care fellows. Participants showed positive perceptions of VER as an effective learning tool.
Area of Science:
- Medical Education
- Gamification in Healthcare
- Pulmonary and Critical Care Medicine
Background:
- Traditional escape rooms enhance medical education, but virtual escape rooms (VER) remain understudied.
- This study addresses the gap in understanding VER effectiveness in pulmonary and critical care medicine training.
Purpose of the Study:
- To evaluate knowledge acquisition and participant perceptions of a VER.
- The VER was integrated into a national fellows' course on pulmonary and critical care medicine.
Main Methods:
- A prospective study design was employed during a 2-day national virtual course for fellows.
- Knowledge was assessed via pre- and post-course tests with 9 clinical questions.
- Participant perceptions of the VER were measured using a 5-point Likert scale.
Main Results:
- Post-test scores were significantly higher than pre-test scores for both overall clinical knowledge (77.8 vs 59.6, P<.001) and VER-specific knowledge (77.3 vs 62.5, P<.05).
- Participants reported positive perceptions of the VER, which were sustained after the course.
Conclusions:
- Educational VERs can enhance knowledge acquisition in pulmonary and critical care medicine fellows.
- VERs may foster positive learner perceptions, but further research is needed to confirm causality with gamification outcomes.
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