Structured Debriefings After Medical Escape Rooms

NCT04783259 | Unknown

• 1 other identifier: Debriefing MERGE
• Study Type: interventional
• Target: 45
• Locations: 1 country
• Sites: 1

Brief Summary

An escape room is a game-like experience, where participants solve a series of logic based puzzles. Such game-like experiences are being increasingly used in the educations of medical professionals. With this research project, the researchers aim to explore medical students' experiences and perceived learning outcome of narrow learning objectives in a medical escape room experience. The learning experience will be structured with a short lecture, focussed instructions, a medical escape room scenario and a structured debriefing. The aim is that the study will create the foundation for general principles for the conduct of medical escape room experiences.

Conditions

Interactive Teaching

Keywords

Escape room; Debriefing; Structured; Learning goal; Learning objective

Outcome Measures

Primary Outcomes (1)

• Condensed text categories

  Debriefings and interviews will be transcribed and analysed by systematic text condensing. Major themes will be presented by occurrence.

  Within 1 year

Interventions

Structured approach OTHER

Structured approach with a narrow learning objective. The structured approach concerns a pre-escape room lecture and post-escape room debriefing

Also known as: Narrow learning objective

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Medical students who have completed the fourth year of their studies at the University of Copenhagen in Denmark

You may not qualify if:

• Participants not available for the entire duration
• Symptoms indicating viral respiratory disease

Sponsors & Collaborators

• Copenhagen Academy for Medical Education and Simulation: lead
• University of Copenhagen: collaborator

Study Sites (1)

Copenhagen Academy of Medical Education and Simulation

Herlev, Capital Region, 2730, Denmark

Location

Related Publications (21)

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  PMID: 26213509 BACKGROUND

• aSarage D, O'Neill BJ, Eaton CM. There is no I in Escape: Using an Escape Room Simulation to Enhance Teamwork and Medication Safety Behaviors in Nursing Students. Simulation & Gaming. 2020:1046878120976706.

  BACKGROUND

• Eppich W, Cheng A. Promoting Excellence and Reflective Learning in Simulation (PEARLS): development and rationale for a blended approach to health care simulation debriefing. Simul Healthc. 2015 Apr;10(2):106-15. doi: 10.1097/SIH.0000000000000072.

  PMID: 25710312 BACKGROUND

• Fanning RM, Gaba DM. The role of debriefing in simulation-based learning. Simul Healthc. 2007 Summer;2(2):115-25. doi: 10.1097/SIH.0b013e3180315539. No abstract available.

  PMID: 19088616 BACKGROUND

• Felix HM, Beecham GB, Simon LV. Debriefing Theories and Philosophies in Medical Simulation. 2024 Sep 10. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2025 Jan-. Available from http://www.ncbi.nlm.nih.gov/books/NBK551632/

  PMID: 31869096 BACKGROUND

• Friedrich C, Teaford H, Taubenheim A, Boland P, Sick B. Escaping the professional silo: an escape room implemented in an interprofessional education curriculum. J Interprof Care. 2019 Sep-Oct;33(5):573-575. doi: 10.1080/13561820.2018.1538941. Epub 2018 Oct 26.

  PMID: 30362849 BACKGROUND

• Gentry SV, Gauthier A, L'Estrade Ehrstrom B, Wortley D, Lilienthal A, Tudor Car L, Dauwels-Okutsu S, Nikolaou CK, Zary N, Campbell J, Car J. Serious Gaming and Gamification Education in Health Professions: Systematic Review. J Med Internet Res. 2019 Mar 28;21(3):e12994. doi: 10.2196/12994.

  PMID: 30920375 BACKGROUND

• Kinio AE, Dufresne L, Brandys T, Jetty P. Break out of the Classroom: The Use of Escape Rooms as an Alternative Teaching Strategy in Surgical Education. J Surg Educ. 2019 Jan-Feb;76(1):134-139. doi: 10.1016/j.jsurg.2018.06.030. Epub 2018 Aug 17.

  PMID: 30126728 BACKGROUND

• Lerchenfeldt S, Mi M, Eng M. The utilization of peer feedback during collaborative learning in undergraduate medical education: a systematic review. BMC Med Educ. 2019 Aug 23;19(1):321. doi: 10.1186/s12909-019-1755-z.

  PMID: 31443705 BACKGROUND

• McClarty KL, Orr A, Frey PM, Dolan RP, Vassileva V, McVay A. A literature review of gaming in education. Gaming in education. 2012:1-35.

  BACKGROUND

• Moore K, Frazier RS. Engineering education for generation Z. American Journal of Engineering Education (AJEE). 2017;8(2):111-26.

  BACKGROUND

• Nicholson S. Peeking behind the locked door: A survey of escape room facilities. Pozyskano z http://scottnicholson com/pubs/erfacwhite pdf. 2015.

  BACKGROUND

• Rosenkrantz O, Jensen TW, Sarmasoglu S, Madsen S, Eberhard K, Ersboll AK, Dieckmann P. Priming healthcare students on the importance of non-technical skills in healthcare: How to set up a medical escape room game experience. Med Teach. 2019 Nov;41(11):1285-1292. doi: 10.1080/0142159X.2019.1636953. Epub 2019 Jul 23.

  PMID: 31335239 BACKGROUND

• Sardi L, Idri A, Fernandez-Aleman JL. A systematic review of gamification in e-Health. J Biomed Inform. 2017 Jul;71:31-48. doi: 10.1016/j.jbi.2017.05.011. Epub 2017 May 20.

  PMID: 28536062 BACKGROUND

• Schenarts PJ. Now Arriving: Surgical Trainees From Generation Z. J Surg Educ. 2020 Mar-Apr;77(2):246-253. doi: 10.1016/j.jsurg.2019.09.004. Epub 2019 Sep 24.

  PMID: 31562032 BACKGROUND

• Shatto B, Erwin K. Teaching Millennials and Generation Z: Bridging the Generational Divide. Creat Nurs. 2017 Feb 1;23(1):24-28. doi: 10.1891/1078-4535.23.1.24.

  PMID: 28196564 BACKGROUND

• Stewart LP. Ethical issues in postexperimental and postexperiential debriefing. Simul Gaming. 1992 Jun;23(2):196-211. doi: 10.1177/1046878192232007. No abstract available.

  PMID: 11659673 BACKGROUND

• van Gaalen AEJ, Brouwer J, Schonrock-Adema J, Bouwkamp-Timmer T, Jaarsma ADC, Georgiadis JR. Gamification of health professions education: a systematic review. Adv Health Sci Educ Theory Pract. 2021 May;26(2):683-711. doi: 10.1007/s10459-020-10000-3. Epub 2020 Oct 31.

  PMID: 33128662 BACKGROUND

• Zhang XC, Diemer G, Lee H, Jaffe R, Papanagnou D. Finding the 'QR' to Patient Safety: Applying Gamification to Incorporate Patient Safety Priorities Through a Simulated 'Escape Room' Experience. Cureus. 2019 Feb 5;11(2):e4014. doi: 10.7759/cureus.4014.

  PMID: 31007972 BACKGROUND

• Zhang XC, Lee H, Rodriguez C, Rudner J, Chan TM, Papanagnou D. Trapped as a Group, Escape as a Team: Applying Gamification to Incorporate Team-building Skills Through an 'Escape Room' Experience. Cureus. 2018 Mar 2;10(3):e2256. doi: 10.7759/cureus.2256.

  PMID: 29725559 BACKGROUND

• Jorgensen T, Rosenkrantz O, Eberhard KE, Jensen TW, Dieckmann P. Perceptions of medical students on narrow learning objectives and structured debriefing in medical escape rooms: a qualitative study. BMC Med Educ. 2024 Apr 11;24(1):403. doi: 10.1186/s12909-024-05295-4.

  PMID: 38605342 DERIVED

Study Officials

• Tami Jørgensen, bsc.med.

  Copenhagen Academy for Medical Education and Simulation

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: OTHER
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Medical student

Study Record Dates

• First Submitted: February 22, 2021
• First Posted: March 5, 2021
• Study Start: February 12, 2021
• Primary Completion: September 20, 2021
• Study Completion: September 20, 2021
• Last Updated: June 3, 2021

Record last verified: 2021-05

Data Sharing

• IPD Sharing: Will not share

Locations

DK (1)