The effectiveness of the Escape Room as an educational methodology in the Infarction Code

Cristina Acebo-Seguín , Sandra Jiménez-Jiménez , Andrea Valdés-Castiello , Marta Berenguer-Almudaina , Jordi Castillo-García
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Abstract

Objective

To evaluate the efficacy of an educational intervention (escape room) in the acquisition and retention of knowledge in relation to the Infarction Code, and to compare the knowledge of other teaching methodologies related to the Infarction Code.

Methods

A pre-post study was designed without a control group. After one month of the master class on the Infarction Code given to master’s degree (doctors and nurses), an educational intervention was carried out consisting of an Escape Room on the same content, with a questionnaire that collected various sociodemographic data, and a knowledge test on the Infarction Code, which was repeated immediately after the activity and at the end of 2 months after the activity, and a test of knowledge on the Infarction Code. immediately after the activity and 2 months after the master class. Likewise, after the activity, a gamified experience evaluation questionnaire (GAMEX) was completed.

Results

Thirty-two students received the educational intervention (12 physicians and 20 nurses), and differences were observed between medical and nursing professionals in terms of initial knowledge of simulation and gamification. After the activity, and based on the initial knowledge test, the score increased by 3.49 points, an increase that was also reflected in the test taken two months after the master class, where an increase of 2.08 points was maintained. The participants rated the experience positively, with no significant overall differences between the two professional groups.

Conclusions

The nurses had greater knowledge and contact with clinical simulation, virtual reality and gamification. The escape room showed to be a valid method for the assimilation and retention of knowledge in master’s degree students. Medical professionals experienced a greater degree of immersion in the activity.

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逃生室作为《脑梗塞守则》教育方法的有效性。
目的评估教育干预(逃生室)在获取和保留与《脑梗塞守则》有关的知识方面的效果,并比较与《脑梗塞守则》有关的其他教学方法的知识:设计了一项无对照组的前后期研究。在为硕士研究生(医生和护士)开设了一个月的《脑梗塞守则》大师班后,开展了一项教育干预活动,包括一个内容相同的 "逃生室"、一份收集各种社会人口数据的调查问卷、一次《脑梗塞守则》知识测试(在活动结束后立即进行,并在活动结束两个月后再次进行),以及一次《脑梗塞守则》知识测试(在活动结束后立即进行,并在大师班结束两个月后再次进行)。同样,活动结束后还完成了游戏化体验评估问卷(GAMEX):结果:32 名学生(12 名医生和 20 名护士)接受了教育干预,在对模拟和游戏化的初步了解方面,医护人员之间存在差异。活动结束后,根据最初的知识测试结果,学员的得分提高了 3.49 分,这一提高也反映在大师班结束两个月后的测试中,即保持了 2.08 分的增长。学员们对此次体验给予了积极评价,两个专业组之间的总体差异不大:护士对临床模拟、虚拟现实和游戏化有更多的了解和接触。逃生室是硕士生吸收和保留知识的有效方法。医务人员在活动中体验到了更大程度的沉浸感。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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