Year: 2025
Type: conference-paper
Abstract: ‘Gameification’ is an innovative approach to medical education that is motivating and engaging, particularly for more challenging topics.1–3 ‘Escape room’ style learning activities provide intellectual stimulation and immersion, achieving similar outcomes to simulation including teamwork and experiential learning.4–6 We developed a Palliative Care ‘Escape Room’ Learning Resource for fourth year medical students at Leeds University as a revision tool for nausea and vomiting management. The ‘Lost Glasses’ session creates an realistic experience with students working in small teams within a simulated clinical area. They are presented with a common case of nausea and vomiting and successfully complete a series of relevant clinical tasks in order to diagnose and manage the patient, earning a code to enable their ‘escape’. This is concluded with a debrief to go over the main learning outcomes. A competitive element is included by working against the clock and other teams. The session was designed to be self-directed and accommodates large numbers of students with limited facilitator input and low cost resources. It covers assessment of confused patient, appropriate investigations, result interpretation, management of brain metastases, sepsis, bowel obstruction and hypercalcaemia, physiology of emesis and anti-emetic choice. This session was run for 127 students with over 90% finding the session useful and helpful for revision, over 85% feeling more confident in their knowledge, over 90% found the innovative learning style useful and at the right difficulty level. Other themes identified in the qualitative feedback reinforced the engaging nature of the session(33%), highlighted the teamwork element (9%), appreciated the break from textbook revision(20%) and valued the content and practical application of knowledge(38%). Based on the success of this session we are planning to include as a regular revision session for the fourth years and development of an online version. References Arruzza Elio, Chau Minh. A scoping review of randomised controlled trials to assess the value of gamification in the higher education of health science students. Journal of Medical Imaging & Radiation Sciences Mar 2021;52(1):137–146. Schwartz K, Kahl N, Oyama L. Escaped: A medical escape room as a novel approach in emergency medicine medical education. Western Journal of Emergency Medicine 2020;21(4). Pettit Robin K, McCoy Lise, Kinney Marjorie, Schwartz Frederic N. Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology. BMC Medical Education May 2015;15:92. Backhouse A, Malik M. Escape into patient safety: bringing human factors to life for medical students. BMJ Open Quality 2019;8(1). Benton K, Jacobs E, Badenoch T, Curtis A, Law S, Everrett S, Ahmad M, Kosti A, Bamford R, Hunter I. Designing surgical escape rooms. Jacobs E, Benton K, Curtis A, Badenoch T, Law S, Everett S, Ahmad M, Kosti A, Hunter I, Bamford R. Developing team work through escape rooms. British Journal of Surgery Jun 2020;107:183.
Source: Oral Presentations
Author: Maria Cassidy
Institution: University of Leeds
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4408551042