(54) An Escape Room as an Alternative to Team-Based-Learning for Teaching Evidence-Based Medicine

Objective : Bringing literature to life is challenging and while active learning engages students, participation in escape room activities may further enhance engagement when team-based-learning (TBL) is the primary instructional method.

Methods: An escape room activity was developed for the final day of the evidence-based medicine (EBM) units, offered spring second year. Students were given a meta-analysis published in JAMA about primary aspirin prophylaxis to read before class. Escape room activities involved 5 consecutive puzzles: solving a word scramble to unlock a medical record, calculating an ASCVD risk score, completing a quiz specific to the article (eg, calculating NNT/NNH), identifying recent guidelines, and counseling the patient. Divided into teams of 4-5, students reviewed a patient case as a community pharmacist in which they were handed the article by the patient. After completion of the escape room, faculty led a debriefing session. Students completed an anonymous survey (5-point-Likert) to provide feedback regarding preference over traditional TBL activities.

Results: Most students completed a survey (42/50,84%). The majority felt more engaged (88%) and found class more enjoyable (78%), compared to traditional TBL. In addition, most felt their team discussed possible answers (81%) and worked collaboratively (86%) more than with traditional TBL. The majority (86%) felt the debrief solidified their understanding of literature evaluation for the treatment of an individual patient and 83% would participate in a similar escape room activity. Team quiz scores were 90%+/-4.56% and escape room were scores 88%+/-4.21% (based on time to complete, quiz score, and counseling points), which were on par with TBL scores.

Conclusions: Escape room activities increase student engagement and enjoyment in the classroom and provide students with an alternative to traditional TBL activities.