Rx: Escape! - Designing and delivering a medical escape room simulating the path of a patient from first presentation to discharge.
Creators: name: Brobbey, Phoebe
name: Dickinson, Benjamin
name: Hurst, Penelope
Publisher: name: F1000 Research Limited
Year: 2024

description: <b>Background:</b><br>
Escape rooms within education is a relatively new concept. Most are modelled on those conventionally used for recreational activities and, as such, have varying degrees of success in providing effective learning, particularly in bridging the gap between intended and actual learning.<br>
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<b>Summary of Work:</b><br>
Through analysis of previous student feedback, specific learning needs were identified and a case built based upon this. Particular attention was paid to ensure experiences not often practiced were provided e.g. advising a patient on smoking cessation and practicing SBAR (situation, background, assessment, recommendation) handover. Development also focused on ensuring the holistic patient care was considered throughout and thus the attention turned to the patient’s path; beginning in a GP practice, being admitted to secondary care and ultimately – <i><b>Escape</b></i>.<br>
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A pilot was run with 6 Clinical Teaching Fellows and feedback allowed for improvements to be made to gameplay, clarity of instructions and pre-briefing.<br>
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The escape room was then delivered to graduate-entry medical students during their General Medicine specialty placement. Time was allotted for 60minutes for the escape room and 30-45minutes for a facilitated debrief.<br>
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Following the session students gave feedback on the overall experience and how they felt it addressed novel areas of clinical practice.<br>
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<b>Summary of results:</b><br>
Students agreed that the escape room highlighted aspects of clinical assessment they had not yet seen. While many students did have a previous experience of encountering patients throughout their healthcare journey, they agreed this was a creative way to do so and emphasised things they may not have considered. Overall, the students had a good experience of the session and found it “really enjoyable”.<br>
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<b>Discussion and Conclusion:</b><br>
Though, undoubtedly fun, the time taken for game design and development alone means it is extremely important is it useful for the participants. By ensuring the session addressed new concepts and established ideas in a new way it allowed the students to both enjoy and learn from the experience. We aim to continue to develop further iterations based on learning needs and those topics which are difficult to encounter organically.<br>
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<b>Take home message:</b><br>
Developing a medical escape room with precise learning outcomes and a facilitated debrief is invaluable in ensuring success.<br>
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These slides describe the planning and implementation of a medical escape room for undergraduate medical students (on a Gradute Entry Medicine course) as part of their Medical specilaty placement. The slides follow from concept to final products following a patients healthcare journey from GP to Hospital and home. The stack explains how the idea came to be, how the scenario was devised, how it was piloted and how it was received - with feedback shown. Photographs and examples of resources can be seen within the slides.