Location
University of Nebraska Medical Center
Event Date
3-31-2026
Abstract
Background Serious games like escape rooms (ER) offer immersive, interactive, and effective teaching through cooperative problem-solving and goal-oriented challenges. ER have primarily been described in context of medical conferences, their integration into routine medical education serves as a novel strategy to foster early interest in infectious diseases (ID) and enhance long-term retention of medical knowledge. Methods We designed an ID–themed ER for trainees on the ID service, guided by Kern’s six-step approach to curriculum development. General needs assessment was obtained via discussion with key stakeholders and literature review. A targeted needs assessment identified high yield board review exam topics and common errors in practical clinical knowledge. Eight learning objectives informed puzzle design covering key topics including MRSA coverage, lab safety, molecular diagnostic interpretation, and empiric antibiotics. We used a complex game design with sequential and open puzzle structure to maximize the number of puzzles that could be engaged simultaneously and collaboratively by 4-6 team members. The game ended when the final meta-puzzle was completed; all preceding puzzles provided clues required for meta-puzzle to be solved. No prior ID knowledge was required; all resources were available in-room. The 45-minute session served as the education strategy. Pre- and posttests assessments included questions across 3 categories: material introduced in ER only, lecture only, or both. A post-session Likert-scale survey measured engagement, perceived educational value and facilitating feedback for future improvements. Results ER activity was implemented April 2024 with 12 sessions to date. Pilot data shows trainees find the activity a fun, beneficial learning experience based on survey. Pre/posttest assessments ongoing. Conclusion Escape rooms are an engaging educational tool for introducing and reinforcing ID learning objectives. Integration of these innovative educational techniques reinforces trainee engagement and fosters more positive perceptions of the ID specialty, which is an important step in building and sustaining a robust ID workforce.
Included in
Unlocking Knowledge: Designing an Infectious Diseases-themed Escape Room for Medical Student and Resident Education
University of Nebraska Medical Center
Background Serious games like escape rooms (ER) offer immersive, interactive, and effective teaching through cooperative problem-solving and goal-oriented challenges. ER have primarily been described in context of medical conferences, their integration into routine medical education serves as a novel strategy to foster early interest in infectious diseases (ID) and enhance long-term retention of medical knowledge. Methods We designed an ID–themed ER for trainees on the ID service, guided by Kern’s six-step approach to curriculum development. General needs assessment was obtained via discussion with key stakeholders and literature review. A targeted needs assessment identified high yield board review exam topics and common errors in practical clinical knowledge. Eight learning objectives informed puzzle design covering key topics including MRSA coverage, lab safety, molecular diagnostic interpretation, and empiric antibiotics. We used a complex game design with sequential and open puzzle structure to maximize the number of puzzles that could be engaged simultaneously and collaboratively by 4-6 team members. The game ended when the final meta-puzzle was completed; all preceding puzzles provided clues required for meta-puzzle to be solved. No prior ID knowledge was required; all resources were available in-room. The 45-minute session served as the education strategy. Pre- and posttests assessments included questions across 3 categories: material introduced in ER only, lecture only, or both. A post-session Likert-scale survey measured engagement, perceived educational value and facilitating feedback for future improvements. Results ER activity was implemented April 2024 with 12 sessions to date. Pilot data shows trainees find the activity a fun, beneficial learning experience based on survey. Pre/posttest assessments ongoing. Conclusion Escape rooms are an engaging educational tool for introducing and reinforcing ID learning objectives. Integration of these innovative educational techniques reinforces trainee engagement and fosters more positive perceptions of the ID specialty, which is an important step in building and sustaining a robust ID workforce.