ArticleBMC medical education2025
Creation and evaluation of an educational escape room in paediatric dentistry.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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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.
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.
Who cites it
2 citing papers in PubMed.
- Impact of a Modular Escape Game on Undergraduate and Continuing Dental Education.Journal of dental education · 2026Article
- Training in anterior and posterior zirconia cantilevered resin-bonded fixed dental prostheses: design and educational outcomes.BMC medical education · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
11 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundSeveral studies have suggested the benefits of pedagogical escape games for dental students but most have involved a limited number of participants and none was conducted in paediatric dentistry. This study aims to explore dental students' perceptions of the role of an escape room as an innovative pedagogical tool for enhancing motivation and consolidating learning in paediatric dentistry.
methodsThis study was conducted in April 2023 with all fifth-year dental students (n = 183), who were divided into 5-6 student groups to simulate the conditions of an escape room. Prior to entering the room, each student completed a 16-question true/false knowledge test to assess their general knowledge. Upon exiting the escape room, participants completed a 14-question appreciation survey. A descriptive analysis of the responses was performed, with results presented as percentages or means (and standard deviations) when appropriate, using R (version 3.6.1; R Foundation for Statistical Computing, Vienna, Austria).
resultsThe 177 students reported being motivated to review their coursework in preparation for the escape game (4.3 [± 1]) and truly enjoyed the experience (4.8 [± 0.4]). Immersive learning was found to be helpful (4.3 [± 0.8]), and the escape game was rated as effective in consolidating paediatric dentistry knowledge (4.6 [± 0.6]).
conclusionsThis study highlights the potential of educational escape games as an innovative and effective pedagogical tool in paediatric dentistry, serving as a valuable supplementary strategy to diversify instruction and enhance active learning in dental education.
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Registered trials
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