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      Qué es y cómo plantear una habitación de escapismo o escape room con fines docentes en Ciencias de la Salud Translated title: What is and how to create an escape room for Health Sciences education

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          Abstract

          Resumen Las clases universitarias han ido incluyendo metodologías distintas a las clases magistrales en las últimas décadas. Algunos ejemplos son el aprendizaje basado en problemas, la clase invertida, la simulación, la gamificación y el aprendizaje basado en juegos. Dentro del aprendizaje basado en juegos, un juego para la evaluación de conocimientos que está ganando protagonismo en los últimos años por ser útil para valorar también otras competencias y por ser divertido y motivador para los estudiantes es la habitación de escapismo o escape room. El objetivo de este artículo es explicar qué es y cómo plantear una habitación de escapismo o escape room como juego docente en Ciencias de la Salud.

          Translated abstract

          Abstract The university lessons have been including different education methodologies in the last decades. Some examples are problem-based learning, flipped classroom, simulation, gamification and game-based learning. Within game-based learning, a game for the evaluation of knowledge that is gaining prominence in recent years for being useful to evaluate knowledge, skills and basic competences and for being fun and motivating for students is the escapism room. The aim of this article is to explain what it is and how to propose an escape room as an education game in Health Sciences.

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          Break out of the Classroom: The Use of Escape Rooms as an Alternative Teaching Strategy in Surgical Education

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            The impact on nursing students' opinions and motivation of using a “Nursing Escape Room” as a teaching game: A descriptive study

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              Finding the ‘QR’ to Patient Safety: Applying Gamification to Incorporate Patient Safety Priorities Through a Simulated ‘Escape Room’ Experience

              Medical errors are the eighth leading cause of mortality in the United States and contribute to over one million preventable injuries. In an effort to prevent medical errors, reporting systems serve as invaluable tools to detect patient safety events and quality problems longitudinally. Historically, trainees (i.e., students and residents) rarely submit incident reports for encountered patient safety threats. The authors propose an immersive learning experience utilizing gamification theory and leveraging the increasingly popular ‘escape room’ to help resident trainees identify reportable patient safety priorities. All 130 incoming intern physicians at the Thomas Jefferson University (Jefferson) were enrolled in the Patient Safety Escape Room study as part of their residency orientation (June 2018). The residents were randomly divided into 16 teams. Each team was immersed in a simulated escape room, tasked with identifying a predetermined set of serious patient safety hazards, and successfully manually entering them into the Jefferson Event Reporting System within the time allotted to successfully ‘win the game’ by ‘escaping the room’. Quick response (QR) codes were planted throughout the activity to provide in-game instructions; clues to solve the puzzle; and key information about patient safety priorities at Jefferson. All participants underwent a formal debriefing using the feedback capture grid method and completed a voluntary post-study survey, adapted from Brookfield’s Critical Incident Questionnaire (CIQ). The study was IRB exempt. Thematic analysis of the post-activity CIQ survey (n = 102) revealed that interns were engaged during the immersive learning experience (n = 42) and were specifically engaged by having to independently identify patient safety threats (n = 30). Participants identified team role assignment (n = 52) and effective communication (n = 26) as the two most helpful actions needed to successfully complete the activity. Participants were overall surprised by the success of the education innovation (n = 45) and reported that it changed how they viewed patient safety threats. Areas for improvement include clearer game instructions and using a more streamlined event reporting process. The escape room patient-safety activity allowed interns to actively engage in an innovative orientation activity that highlighted the importance of patient safety hazards, as well as providing them with the opportunity to document event reports in real-time. Next steps will include longitudinally tracking the quantity of error reports entered by this cohort to determine the effectiveness of this educational intervention.
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                Author and article information

                Journal
                ene
                Ene
                Ene.
                Martín Rodríguez Álvaro (Santa Cruz de La Palma, La Palma, Spain )
                1988-348X
                2019
                : 13
                : 4
                : 1342
                Affiliations
                [1] Andalucía orgnameUniversidad de Granada orgdiv1Departamento de Enfermería Spain
                Article
                S1988-348X2019000400001 S1988-348X(19)01300400001
                468606ad-9406-47fa-9ac3-f45aa14b990a

                This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

                History
                : 24 October 2019
                : 12 July 2019
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 5, Pages: 0
                Product

                SciELO Spain

                Categories
                Artículo Especial

                innovación docente,University,escape room,Nursing,enfermería,aprendizaje basado en juegos,universidad,estudiantes,gamificación,Escape room,Health Sciences,Gamification,docencia,ciencias de la salud,Game-based learning,Stdudents

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