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Evaluating Medical Education Escape Rooms: A Scoping Review Using the Kirpatrick Model.

Hannah Sturm1,2, Garrett Brown1, Eric A Gantwerker1,3,4

  • 1Zucker School of Medicine at Hofstra/Northwell, Hempstead, New York, USA.

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|February 16, 2026
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Summary
This summary is machine-generated.

Medical education escape rooms (MEERs) significantly boost learner engagement and knowledge acquisition. While effective for learning, their long-term impact on clinical behavior requires further investigation.

Keywords:
Escape RoomsGamificationKirpatrick ModelSimulation-Based LearningTeam-Based Learning

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Area of Science:

  • Medical Education
  • Educational Psychology
  • Game-Based Learning

Background:

  • Medical educators are adopting innovative strategies like medical education escape rooms (MEERs) to enhance learner engagement.
  • MEERs are team-based games requiring participants to solve puzzles within a time limit to achieve a goal.
  • This scoping review evaluates the effectiveness of MEERs as a teaching methodology in medical education.

Purpose of the Study:

  • To evaluate the utility and effectiveness of medical education escape rooms (MEERs) as an innovative teaching strategy.
  • To synthesize findings on learner engagement, knowledge acquisition, and behavioral outcomes associated with MEERs.
  • To identify gaps in the current research regarding the long-term impact of MEERs.

Main Methods:

  • A comprehensive scoping review was conducted using PubMed, MedEdPORTAL, and Scopus databases.
  • Studies published within the last 12 years, in English, involving medical students/residents, and reporting measurable outcomes were included.
  • Twenty studies met the inclusion criteria after rigorous screening and full-text review by two independent reviewers.

Main Results:

  • All 20 studies reported overwhelmingly positive student reactions, including increased engagement, satisfaction, and perceived learning.
  • Nine studies (45%) demonstrated significant improvements in pre- to posttest scores, indicating enhanced knowledge acquisition.
  • MEERs were found to be more effective than traditional lectures and flipped classrooms, and equally effective as case-based learning.

Conclusions:

  • Medical education escape rooms (MEERs) are a highly effective and engaging educational strategy for medical training.
  • MEERs support the acquisition of knowledge and skills, demonstrating positive learner outcomes.
  • Further research is recommended to assess the long-term behavioral impact of MEERs in clinical practice.