Evidence map›Paper›PMID 35780126›Full record

ArticleBMC medical education2022

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

Christina Cantwell, Soheil Saadat, Sangeeta Sakaria, Warren Wiechmann, Gabriel Sudario

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.

0numbers the graph read from it
0cells of the map it votes in
10citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

10 citing papers in PubMed.

  1. Trial
  2. Article
  3. Article
  4. Article
  5. Review
  6. Article
  7. Article
  8. Article
  9. Game-based learning in medical education.Frontiers in public health · 2023
    Review
  10. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Christina CantwellDepartment of Emergency Medicine, University of California, Irvine, 101 The City Drive South, RT. 128-01, Orange, CA, 92868, USA. cyangc@hs.uci.edu.
Soheil SaadatDepartment of Emergency Medicine, University of California, Irvine, 101 The City Drive South, RT. 128-01, Orange, CA, 92868, USA.
Sangeeta SakariaDepartment of Emergency Medicine, University of California, Irvine, 101 The City Drive South, RT. 128-01, Orange, CA, 92868, USA.
Warren WiechmannDepartment of Emergency Medicine, University of California, Irvine, 101 The City Drive South, RT. 128-01, Orange, CA, 92868, USA.
Gabriel SudarioDepartment of Emergency Medicine, University of California, Irvine, 101 The City Drive South, RT. 128-01, Orange, CA, 92868, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundGamification 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.

methodsA 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.

resultsOne 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).

conclusionsEscape 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.

Indexed as

Emergency MedicineStudents, MedicalAbdominal PainChest PainHumansPersonal SatisfactionDidacticsEscape boxEscape roomGamificationPuzzleRemote learningUndergraduate medical education

Identifiers

PMID35780126
PMCPMC9250221

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.