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Related Experiment Video

Updated: Jul 10, 2026

Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

A Theory-Informed Escape Game Integrating Human Factors in Trauma Continuing Professional Development: A Kirkpatrick

Julien Galant1, Estelle Pilarczyk, Alexandre Niggel

  • 1Dr. Galant: MD, Marseille Naval Fire Battalion, Marseille, Provence-Alpes-Côte d'Azur, France; Service de sante des armees, Paris, Île-de-France, France. Pilarczyk: MD, Marseille Naval Fire Battalion, Marseille, Provence-Alpes-Côte d'Azur, France. Mr. Niggel: Director of Learning Experience, Sollies-Pont, Provence-Alpes-Côte d'Azur, France. Dr. Vidal: MD, Marseille Naval Fire Battalion, Marseille, Provence-Alpes-Côte d'Azur, France. Dr. Balaz: MD, Marseille Naval Fire Battalion, Marseille, Provence-Alpes-Côte d'Azur, France. Cazes: MD, Military Teaching Hospital Laveran,Marseille, Provence-Alpes-Côte d'Azur, France. Dr. Boutillier du Retail: MD, Marseille Naval Fire Battalion, Marseille, Provence-Alpes-Côte d'Azur, France. Dr. Renard: PhD, Marseille Naval Fire Battalion, Marseille, Provence-Alpes-Côte d'Azur, France.

The Journal of Continuing Education in the Health Professions
|July 9, 2026
PubMed
Summary

Educational escape games effectively enhance human factors skills in continuing professional development (CPD) for healthcare professionals. The study shows significant self-efficacy improvements in both technical and nontechnical domains, particularly for experienced clinicians.

Keywords:
continuing professional developmentescape gamehuman factorsnontechnical skillssimulation-based educationtrauma education

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Published on: March 8, 2018

Related Experiment Videos

Last Updated: Jul 10, 2026

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Use of a Psychophysiological Script-driven Imagery Experiment to Study Trauma-related Dissociation in Borderline Personality Disorder
09:55

Use of a Psychophysiological Script-driven Imagery Experiment to Study Trauma-related Dissociation in Borderline Personality Disorder

Published on: March 8, 2018

Area of Science:

  • Medical Education
  • Human Factors Engineering
  • Trauma Care

Background:

  • Educational escape games are gaining traction in health professions education, but research often overlooks adult learners and focuses on satisfaction or immediate knowledge gains.
  • Limited evidence exists on theory-based escape game design for enhancing human factors in continuing professional development (CPD).

Purpose of the Study:

  • To assess the educational impact of a trauma-focused escape game designed with theoretical underpinnings and integrating technical and human factors competencies.
  • To evaluate perceived self-efficacy as a Kirkpatrick Level 2 outcome in healthcare professionals participating in the escape game.

Main Methods:

  • A pre-post study design was employed across various CPD settings.
  • Eighty-one emergency physicians, nurses, and trainees participated.
  • Participants completed a seven-item self-efficacy questionnaire before and after the escape game intervention, which was based on the MARCHE algorithm and experiential learning theory.

Main Results:

  • Significant improvements (P < .001) were noted in all technical and nontechnical skill domains, with moderate to large effect sizes (r = 0.57-0.86).
  • Experienced clinicians showed notable gains in nontechnical skills.
  • Less experienced participants demonstrated improvements across all assessed domains.

Conclusions:

  • A theory-guided escape game offers a structured method for reinforcing human factors in trauma CPD.
  • Findings suggest that escape games can contribute to targeted nontechnical skills development, especially in experienced clinicians, moving beyond mere engagement.