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Escape box and puzzle design as educational methods for engagement and satisfaction of medical student learners in emergency medicine: survey study

BACKGROUND: Gamification in medical education has gained popularity over the past several years. We describe a virtual escape box in emergency medicine clerkship didactics to teach chest pain and abdominal pain and compare this instructional method to a traditional flipped classroom format. METHODS:...

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Autores principales: Cantwell, Christina, Saadat, Soheil, Sakaria, Sangeeta, Wiechmann, Warren, Sudario, Gabriel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9250221/
https://www.ncbi.nlm.nih.gov/pubmed/35780126
http://dx.doi.org/10.1186/s12909-022-03585-3
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author Cantwell, Christina
Saadat, Soheil
Sakaria, Sangeeta
Wiechmann, Warren
Sudario, Gabriel
author_facet Cantwell, Christina
Saadat, Soheil
Sakaria, Sangeeta
Wiechmann, Warren
Sudario, Gabriel
author_sort Cantwell, Christina
collection PubMed
description BACKGROUND: Gamification in medical education has gained popularity over the past several years. We describe a virtual escape box in emergency medicine clerkship didactics to teach chest pain and abdominal pain and compare this instructional method to a traditional flipped classroom format. METHODS: A virtual escape box was designed at our institution and incorporated into the mandatory two-week emergency medicine clerkship. The game consisted of a PDF with four cases containing puzzles to unlock a final clue. Likert scale surveys were administered to assess participants’ perceptions of the escape box format; of clerkship didactics as a whole; and of the clerkship overall. These responses were compared to the prior year’s evaluations on flipped classroom didactics and clerkship. RESULTS: One hundred thirty-four learners participated in the escape box and completed the survey. Eighty-six percent strongly agreed with feeling more engaged with the escape box, 84% strongly agreed with learning something new, 81% strongly agreed with finding the escape box to be satisfying, 78% strongly agreed with being able to apply knowledge gained, and 74% strongly agreed with wanting more escape boxes incorporated into medical education. The escape box showed a higher average score (3.6 ± 0.63) compared to chest pain (3.5 ± 0.67) and abdominal pain (3.2 ± 0.77) flipped classroom sessions (p = 0.0491) for the category of “lecturer explaining content clearly and at the proper level of complexity.” For the category of “lecturer provided effective instructional materials,” the escape box showed higher scores (3.6 ± 0.63) compared to flipped classroom for chest pain (3.4 ± 0.77) and abdominal pain (3.1 ± 0.80) (p < 0.001). CONCLUSIONS: Escape boxes are adaptable to a virtual format and can teach abstract concepts such as teamwork and communication in addition to traditional lecture content. Ratings of didactics were higher for the escape box compared to the flipped classroom, while ratings of overall clerkship experience were not found to change significantly. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-022-03585-3.
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spelling pubmed-92502212022-07-03 Escape box and puzzle design as educational methods for engagement and satisfaction of medical student learners in emergency medicine: survey study Cantwell, Christina Saadat, Soheil Sakaria, Sangeeta Wiechmann, Warren Sudario, Gabriel BMC Med Educ Research BACKGROUND: Gamification in medical education has gained popularity over the past several years. We describe a virtual escape box in emergency medicine clerkship didactics to teach chest pain and abdominal pain and compare this instructional method to a traditional flipped classroom format. METHODS: A virtual escape box was designed at our institution and incorporated into the mandatory two-week emergency medicine clerkship. The game consisted of a PDF with four cases containing puzzles to unlock a final clue. Likert scale surveys were administered to assess participants’ perceptions of the escape box format; of clerkship didactics as a whole; and of the clerkship overall. These responses were compared to the prior year’s evaluations on flipped classroom didactics and clerkship. RESULTS: One hundred thirty-four learners participated in the escape box and completed the survey. Eighty-six percent strongly agreed with feeling more engaged with the escape box, 84% strongly agreed with learning something new, 81% strongly agreed with finding the escape box to be satisfying, 78% strongly agreed with being able to apply knowledge gained, and 74% strongly agreed with wanting more escape boxes incorporated into medical education. The escape box showed a higher average score (3.6 ± 0.63) compared to chest pain (3.5 ± 0.67) and abdominal pain (3.2 ± 0.77) flipped classroom sessions (p = 0.0491) for the category of “lecturer explaining content clearly and at the proper level of complexity.” For the category of “lecturer provided effective instructional materials,” the escape box showed higher scores (3.6 ± 0.63) compared to flipped classroom for chest pain (3.4 ± 0.77) and abdominal pain (3.1 ± 0.80) (p < 0.001). CONCLUSIONS: Escape boxes are adaptable to a virtual format and can teach abstract concepts such as teamwork and communication in addition to traditional lecture content. Ratings of didactics were higher for the escape box compared to the flipped classroom, while ratings of overall clerkship experience were not found to change significantly. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-022-03585-3. BioMed Central 2022-07-02 /pmc/articles/PMC9250221/ /pubmed/35780126 http://dx.doi.org/10.1186/s12909-022-03585-3 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Cantwell, Christina
Saadat, Soheil
Sakaria, Sangeeta
Wiechmann, Warren
Sudario, Gabriel
Escape box and puzzle design as educational methods for engagement and satisfaction of medical student learners in emergency medicine: survey study
title Escape box and puzzle design as educational methods for engagement and satisfaction of medical student learners in emergency medicine: survey study
title_full Escape box and puzzle design as educational methods for engagement and satisfaction of medical student learners in emergency medicine: survey study
title_fullStr Escape box and puzzle design as educational methods for engagement and satisfaction of medical student learners in emergency medicine: survey study
title_full_unstemmed Escape box and puzzle design as educational methods for engagement and satisfaction of medical student learners in emergency medicine: survey study
title_short Escape box and puzzle design as educational methods for engagement and satisfaction of medical student learners in emergency medicine: survey study
title_sort escape box and puzzle design as educational methods for engagement and satisfaction of medical student learners in emergency medicine: survey study
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9250221/
https://www.ncbi.nlm.nih.gov/pubmed/35780126
http://dx.doi.org/10.1186/s12909-022-03585-3
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