![]() A clinical escape room was developed to test these skills in a controlled environment. Rapid recall of clinical process, along with effective teamworking and clear communication, in time-pressured environments is often required. Obstetrics is a high-pressure clinical specialty. There may also be capacity for observation of team dynamics in an ethnographic context, or as an intervention in human factors or quality improvement research.Ĭase study 3: Escape rooms as a tool for learning This particular initiative was used as a research intervention to stimulate discussion in a focus group on prejudices in dermatology education, however, it could also be used as part of an evaluation of a learning programme. This is just one example of how escape rooms can fulfil multiple academic and educational purposes, including highlighting career opportunities, offering learner-centred education and advancing scholarship. From a research perspective, the escape room acted as the study intervention, after which qualitative data was sought from a focus group. In order to assess its impact, the escape room was accompanied by a preceding lecture and followed by a comprehensive debrief. Puzzles included spotting methotrexate prescribing errors, completing dermatology crosswords and matching pictures to suitable rash descriptors. 3 It had concurrent aims of demonstrating the variety of dermatological conditions on a curriculum, as well as acting as a research tool to assess student perceptions regarding dermatology as a specialty. One study on escape rooms focused on providing an adjunct to traditional lecture teaching on dermatology content for clinical stage medical students. We aim to briefly outline the methods of use of escape rooms in medical education, attempt to explain their popularity and critically assess their potential advantages, referring to educational theory.Ĭase study 2: Escape rooms as a tool for research ![]() In parallel, there has been increased use in medical education, as an adjunct to traditional teaching methods. 2 Escape room games are becoming embedded in society, from widespread popularity for small group entertainment to use in the home, for example via Amazon Alexa software. There are now estimated to be over 50,000 escape rooms worldwide and the UK has seen the market grow rapidly over the past 5 years. Hints can be provided to assist the team when necessary and a debrief is carried out afterwards. If players achieve the goal within the time limit, they win the game. Rules are set out at the beginning of the session with details of how to win and ‘escape’. Games are set in a variety of fictional settings, for example a doctor's surgery, a prison cell or a space station. This format was popularised in the TV series The Crystal Maze and Fort Boyard in the 1990s, and has now been brought into the realm of mass public entertainment with the explosion of gaming as a social activity. The original escape rooms were conceived as a game, in which a team of players (typically between two and 10 team members) cooperatively discover clues, solve puzzles and complete tasks in one or more rooms in order to progress and achieve a specific goal. 1 We detail the rise of the escape room as one such learner-centred learning activity. Medical education is characterised by rapid innovation and evolution, with profound shifts to more learner-centred activities over the past 2 decades, in parallel with patient-centred care – placing the needs of learners at the focal point of educational delivery. While escape rooms may well be an example of yet another educational ‘fad’ demonstrating the rising influence of ‘Millennial MedEd’, it signals a promising shift to more learner-centred, team-based methods which are essential to the practice of safe modern healthcare during the current COVID-19 pandemic and beyond. Despite appearing to be a superficial form of entertainment, escape rooms can be grounded in sound educational theory and, when used effectively, act as a low-cost, high-impact resource for a variety of learners. Escape rooms can be used in medical education as a tool for team building, an entertaining way of delivering technical and non-technical skills, to read and acquire or refresh knowledge, as well as for educational research. The escape room is one such innovative learner-focused activity, in which a team of players cooperatively discover clues, solve puzzles and complete tasks in order to progress through the challenge to achieve a specific goal. ![]() Medical education has changed focus to a more learner-centred model, placing learners at the centre of innovations in training.
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