Advanced search


Search results        Search results      Copy URL to E-Mail

The Escape Room Experience – A Novel Learning Modality to Reinforce Team-based Problem Solving, Communicating under Stress, and Tapping Group Knowledge Among “Trapped” Preclinical Osteopathic Medical Students
Renner, T. [1]
Imwalle, S. [1]
Cain, T. J. [1]

Journal: Journal of Osteopathic Medicine Date: 2025/12, 125(12):Pages: A676–678. doi: Subito , type of study: pretest posttest design

Full text    (https://www.degruyterbrill.com/document/doi/10.1515/jom-2025-2000/html)

Keywords:

communication [84]
cooperation [11]
escape room [2]
learning [100]
medical students [629]
osteopathic medicine [1994]
pretest posttest design [207]
USA [1598]

Abstract:

Context: In recent years, escape room experiences have grown in acclaim, popularity, and profitability around the world [1]. In these game-based experiences, willing participants are “locked” in a space and challenged to complete a series of interrelated tasks and solve puzzles to secure their escape. Beyond the obvious entertainment value, educators have been exploring how these immersive activities can be used to test and reinforce team-based problem solving and communication skills among a variety of learners [2-4]. In 2019, a cohort of peer osteopathic medical students at Ohio University Heritage of Osteopathic Medicine designed and tested a virtual STEM-based escape room to connect and engage high school learners during the COVID-19 pandemic. Gleaning insights and lessons learned from this earlier work, we extended these efforts by designing and testing an in-person escape room experience among osteopathic medical and physician assistant students [5-7]. Objective: To determine how escape rooms can be a valuable learning modality for Osteopathic Medical Education. Methodology: Tailored towards medical and physician assistant students, we invited groups of 5-8 professional students into our medical and STEM-themed escape room where they had to apply their foundational basic science knowledge and newly-acquired clinical skills to solve a cascading array of medical and STEM-based puzzles. Embedded puzzles included histological identification, laparoscopic surgery simulation, EKG interpretation, ultrasound examination, among other hands-on simulated clinical skills. Learners completed a pre-survey prior to “lock in” that prompted them to self-report their confidence in communication, problem solving, navigating conflict, as well as other interpersonal skills. Participants then completed a post-survey reflecting on their confidence levels and insights gleaned from the experience. A two-tailed paired t-test was used to examine the significance of the observed differences. Results: Thirty-five professional students participated in the escape room and completed both pre- and post-surveys. Overall, participants reported that their confidence levels in finding their role in the team, acquiring knowledge, and stepping into a leadership role, increased; although we did not observe increases that were significant. Participants noted their confidence levels in communication, applying knowledge, handling conflict, and performing under pressure decreased, with the only significant decrease in confidence being from their ability to perform under pressure. Through open-ended comments, participants shared new perspectives on the value of getting organized, solving problems as a team, and communicating under stress. Notably, the professional students described the novelty and engaging way they applied their ever-evolving medical knowledge and clinical skills in a very, non-traditional way. Conclusions: While pre-clinical medical training has historically relied upon didactic lectures, the COVID pandemic accelerated the use and adoption of virtual alternatives powered by ever-changing technologies. This trend towards virtual learning experiences – while cost-effective, flexible and convenient – can inherently diminish face-to-face communications and teamwork-centered training, two essential clinical skills for clinicians. We observed – as have other researchers – that fundamental qualities set some groups up for greater success when under stress illustrating the importance of communicating constantly throughout the challenge, delegating tasks, establishing leaders, and staying organized. These common themes that surfaced in a fun team-based activity could easily be applied to more high stress, real clinical scenarios, where it is crucial for an interdisciplinary team to work well together. As Osteopathic Medical Education continues to look for new ways to engage the next generation of providers, escape rooms may provide a novel learning modality that combines a hands-on approach to applying the knowledge learned in a classroom to fun and exciting activity.

Search results      Copy URL to E-Mail

 
 
 






  • Impressum • Legal notice • Datenschutz •


ostlib.de/data_yudcraemhwnkgvzbtxjs



Supported by

OSTLIB recommends