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

Educational escape games are increasingly used in health professions education, yet most studies focus on undergraduate learners and report primarily satisfaction or short-term knowledge outcomes. Evidence regarding theory-informed escape game design targeting human factors in continuing professional development (CPD) remains limited.The aims of this study were to evaluate the educational impact of a theory-informed, traumatology-focused escape game integrating technical and human factors competencies, using perceived self-efficacy as a Kirkpatrick Level 2 outcome.

We conducted a pre-post study across multiple CPD settings involving 81 emergency physicians, nurses, and trainees. The intervention was structured around the MARCHE algorithm and informed by experiential learning theory. Participants completed a seven-item self-efficacy questionnaire before and after the session.

Significant improvements were observed across all technical and nontechnical domains (P < .001), with moderate to large effect sizes (r = 0.57-0.86). Experienced clinicians demonstrated gains primarily in nontechnical skills, whereas less experienced participants improved across all domains.

A theory-guided escape game may represent a structured approach to reinforcing human factors in trauma CPD. Although limited to self-reported outcomes, these findings suggest that escape games can extend beyond engagement to support targeted nontechnical skills development in experienced clinicians.