ArticleAdvances in medical education and practice2026
Teaching Attitude, Ethics and Communication Through the Use of An Online Escape Room for First-Year Medical Students.
Article in Advances in medical education and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Modern medical education requires innovative, learner-centered strategies to cultivate essential professional attributes like empathy, communication, and ethical reasoning. While the Attitude, Ethics, and Communication (AETCOM) curriculum is mandated in India, traditional lecture-based methods often struggle to engage students in the practical application of these affective-domain competencies. This study evaluated the impact of a gamified, online escape room on the engagement and learning of first-year medical students regarding AETCOM Modules 1.2 and 1.3. Methods: A prospective interventional study was conducted with 180 students consenting first-year MBBS. Participants collaborated in small groups to navigate a 30-minute digital escape room featuring four sequential levels of increasing complexity, focused on patient perspectives, doctor-patient relationships, and ethical dilemmas. Effectiveness was measured using Kirkpatrick's Level 1 (Reaction) via a 23-item Likert-scale and Level 2 (Learning) through pre- and post-intervention assessments. Qualitative data were analyzed using thematic analysis. Results: Quantitative analysis revealed a statistically significant improvement in assessment scores (p < 0.001), with mean scores rising from 13.89 + 3.14 to 14.48 + 3.14. Students reported high levels of satisfaction (mean = 4.24) and perceived the activity as highly relevant to clinical practice (mean = 4.27). Thematic analysis identified three core strengths: enhanced teamwork and collaboration, high levels of interactivity and engagement, and the stimulation of critical thinking and problem-solving skills. Conclusion: Online escape rooms serve as a scalable and effective pedagogical tool for teaching foundational professional competencies. By bridging cognitive and affective learning domains, this gamified approach fosters emotional investment and collaborative learning, better preparing early-phase medical students for the complexities of patient-centered care.
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