ArticleBMC medical education2025
Game-based learning in undergraduate medical education: evaluation of an interdisciplinary escape room.
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 3 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
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Who cites it
3 citing papers in PubMed.
- Game-Based Medical Education: Learning Effects of an Interdisciplinary and Interprofessional Escape Room.Medical science educator · 2026Article
- Additional Investigations and Referrals by Primary Care Physicians in Uncertain Clinical Situations: Cross-Sectional Study Using Virtual Patient-Based Scenarios.JMIR formative research · 2026Article
- Advancing Nursing Education: Evaluating Artificial Intelligence (AI) and Escape Room (ER) Approaches for E-Learning and Interpretation Skills.Nursing research and practice · 2026Article
Corrections and comments
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Authors and funding
17 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundEducational escape rooms are an innovative pedagogical approach to encourage proactive learning among students. This study assessed the learning outcomes and student satisfaction with escape room-based teaching at a medical school in Germany.
methodsAn interdisciplinary escape room was created based on learning goals from the fields of psychiatry, infectious diseases, and communication skills. The gameplay was repeated eight times and pre-post intervention questionnaires were used to assess knowledge gain of participants. Pre- and post-test scores were analyzed using t-tests and correlation analyses to examine their relationships with gender, age, and semester. Evaluation feedback was summarized with descriptive statistics (mean, SD). Three open-text questions recorded qualitative comments, which were analyzed thematically.
resultsOverall, 45 students (female = 82.2%; male = 17.8%; M
conclusionsEscape room-based teaching resulted in significant knowledge gain. Female gender was associated with higher pre- and post-test knowledge. Students at later stages of their studies had higher pre-test knowledge. The escape room was well perceived by medical students and considered an enjoyable learning environment for medicine-related topics.
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Registered trials
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