Engage, Escape and Evolve: Simulation Escape Rooms as a Transformative Pedagogy in Health Professions Education

Abstract

Background: Simulation escape rooms (SERs) in health professions education are an innovative pedagogical strategy designed to actively develop crucial graduate competencies addressing limitations of traditional teaching. Despite reported benefits, there is a research gap regarding their efficacy, especially with control group studies. Thus, we designed, implemented and evaluated a SER module, recognizing the need for more innovative strategies in our curriculum.

Approach: We employed a nonequivalent control group pre- and post-test design in final-year medical students during paediatric rotations. The control group (n = 55) had conventional student-led seminars, while the intervention group (n = 59) experienced the SER module, which incorporated six sequential challenges to be completed within 45 min. We assessed knowledge acquisition (Kirkpatrick Level 2) using pre- and post-test questionnaires and gathered data on student experiences (Kirkpatrick Level 1) through structured feedback. Facilitator evaluations also contributed to the assessment of competencies.

Evaluation: While achieving similar knowledge gains, the SER intervention significantly enhanced student satisfaction and preference, with students reporting improved clinical competencies, including team communication, leadership and critical thinking. Positive qualitative feedback supported the learning environment and faculty support, and facilitators noted effective teamwork. Challenges included significant faculty time investment, with limitations of short-term knowledge evaluation and dependence on self-reported competency perceptions.

Implications: An innovative paediatric-themed SER module was implemented, demonstrating its feasibility in enhancing learning, engagement and perceived collaborative problem-solving. This study's flexible design provides a useful framework for educators to develop context-specific escape rooms, while also highlighting the need for digital adaptations to improve delivery.

Keywords: active learning; clinical competence; escape room; health professions education; simulation; teamwork.