Designing and evaluating game-based learning for continuing pharmacy education using an "escape room" activity.

Autor: Cole JD; Pharmacotherapeutics and Clinical Research Department, University of South Florida Taneja College of Pharmacy, 12901 Bruce B Downs Blvd, MDC 30, Tampa, FL 33612, United States. Electronic address: jcole1@usf.edu., Ruble MJ; Pharmacotherapeutics and Clinical Research Department, University of South Florida Taneja College of Pharmacy, 12901 Bruce B Downs Blvd, MDC 30, Tampa, FL 33612, United States. Electronic address: mruble@usf.edu.
Jazyk: angličtina
Zdroj: Currents in pharmacy teaching & learning [Curr Pharm Teach Learn] 2021 Oct; Vol. 13 (10), pp. 1293-1299. Date of Electronic Publication: 2021 Jul 26.
DOI: 10.1016/j.cptl.2021.07.007
Abstrakt: Introduction: Continuing education (CE) standards by the Accreditation Council for Pharmacy Education emphasize that educational methodologies should contribute to the development of participants' critical thinking and problem-solving skills. Employment of serious gaming can meet this expectation through motivation, timely feedback, and challenging all performance levels. Current literature is lacking regarding use of game-based learning, such as "escape rooms" in pharmacy CE programming.
Methods: This pilot study enrolled participants at a two-hour medication error CE presentation. Study investigators utilized the first hour for lecture and the second hour for application through an "escape room" activity. During this activity, participants used critical thinking and teamwork to unlock puzzles for root cause analysis (RCA) creation in a provided timeframe. An optional, online anonymous survey was emailed to attendees. Responses were rated on a five-point Likert scale; descriptive statistics were represented by percent distributions.
Results: A total of 40 pharmacists and seven technicians responded to the perception survey. Most respondents felt this activity emphasized critical thinking (87%) and was appropriate for the topic of medication errors (83%). The majority (63%) agreed this activity helped them to better understand a RCA, 48% felt the group sizes were appropriate, and 76% felt instructions for the activity were clear. Over 75% would like to see this type of activity utilized in another CE programs.
Conclusions: This activity was well received by participants and may emphasize critical thinking and understanding of topics presented. Further studies assessing pre-/post-program knowledge are needed to ensure adequate retention of information.
Competing Interests: Declaration of Competing Interest None.
(Copyright © 2021 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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