Unlocking knowledge or trapped in distraction? Use of escape room to enhance medical education.

Ehsan Toofaninejad, Sara Bagheri, Masomeh Kalantarion, Seyed-Ahmad Rahimi

Abstract readLetter

In one paragraph

Article in Journal of Taibah University Medical Sciences, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing 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

0 citing papers in PubMed.

No citing paper in PubMed yet.

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

4 authors.

Ehsan ToofaninejadE-Learning Department, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran.

Sara BagheriDepartment of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran.

Masomeh KalantarionDepartment of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran.

Seyed-Ahmad RahimiSchool of Teaching and Learning, University of Florida, Gainesville, FL 32601, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This letter discusses the innovative use of Escape Room Games (ERGs) in medical education, emphasizing their potential to enhance knowledge acquisition and cognitive engagement among students. Originating in 2007 in Kyoto, Japan, ERGs have evolved into interactive, team-based experiences that simulate real-life clinical scenarios, promoting essential skills such as teamwork, problem-solving, and critical thinking. The implementation of ERGs at institutions like Maidstone and Tunbridge Wells NHS Trust has demonstrated significant improvements in student engagement and confidence in clinical decision-making. However, while ERGs offer immersive learning opportunities, they also present challenges, including potential distractions and negative emotions such as anxiety. This letter advocates for a balanced approach to ERG design, ensuring alignment with educational objectives and addressing concerns related to assessment validity. By fostering a psychologically safe environment, ERGs can encourage active participation and deeper learning, ultimately maximizing their educational value in medical training.

Indexed as

Cognitive engagementEscape room gamesKnowledge acquisitionMedical education

Identifiers

PMID40520347

DOI10.1016/j.jtumed.2025.05.001

PMCPMC12167465

What OpenQuestion holds

Textmetadata

LicenceCC BY-NC-ND

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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.