Unlocking knowledge: a meta-analysis assessing the efficacy of educational escape rooms in health sciences education.

Autor: Kakos NJ; Tufts University School of Medicine, Boston, MA, USA., Lufler RS; Department of Medical Education, Tufts University School of Medicine, Boston, MA, USA., Cyr B; Tufts University School of Medicine, Boston, MA, USA., Zwirner C; Tufts University School of Medicine, Boston, MA, USA., Hurley E; Tufts University School of Medicine, Boston, MA, USA., Heinrich C; Tufts University School of Medicine, Boston, MA, USA., Wilson AB; Department of Anatomy and Cell Biology, Rush University, Chicago, IL, 60612, USA. Adam_Wilson@rush.edu.
Jazyk: angličtina
Zdroj: Advances in health sciences education : theory and practice [Adv Health Sci Educ Theory Pract] 2024 Sep 12. Date of Electronic Publication: 2024 Sep 12.
DOI: 10.1007/s10459-024-10373-9
Abstrakt: Educational escape rooms within health sciences education are gaining traction as a unique and engaging game-based strategy for reviewing instructional content. Educational escape rooms cultivate valuable skills such as teamwork, communication, creativity, attention to detail, and the ability to apply knowledge under time pressures. While several studies have independently assessed learners' knowledge gains after educational escape room interventions, the present work meta-analyzes the efficacy of educational escape rooms across studies and student learners within health sciences education. A systematic search across seven databases was performed by a health sciences librarian from inception to March 24, 2023. Record screenings, full-text reviews, and data extractions were managed within Covidence. MERSQI criteria were used to assess study quality. Pooled effect sizes (Standardized Mean Differences = SMD) were estimated through meta-analysis to summarize learner performance outcomes after educational escape room interventions. Eleven studies followed a longitudinal pretest-posttest design, and five studies followed a control-treatment group design. Learners' posttest scores after participating in an educational escape room were statistically higher than their pretest scores as indicated by a large positive summary effect size (SMD ≥ 0.893; p <0.001). Educational escape rooms were also effective for treatment group participants (n = 508), who significantly outperformed (SMD = 0.616; p <0.001) control group participants (n = 555). Most escape rooms were employed as a mechanism for reviewing educational content. This meta-analytic review suggests escape rooms are effective educational interventions for increasing knowledge gains among health sciences learners and highlights common implementation practices to help guide educators interested in this game-based learning approach.
(© 2024. The Author(s), under exclusive licence to Springer Nature B.V.)
Databáze: MEDLINE
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