Novel interprofessional learning for healthcare students: An escape room pilot

Authors

DOI:

https://doi.org/10.11157/fohpe.v20i1.306

Keywords:

interprofessional, education, student, health

Abstract

Introduction: Interprofessional practice is an important contributor to improved patient outcomes, yet interprofessional learning (IPL) has proven challenging to implement. With responsibility for a cohort of students from many universities and disciplines, attending placements of various lengths and dates, the Flinders Northern Territory Remote and Rural Interprofessional Placement Learning program needed a novel way to overcome barriers to IPL.

Innovation: An “escape room”, an immersive team-based activity with puzzles and problem solving, was developed specifically for this program. The room has an interprofessional healthcare theme and can be transported in a suitcase to enable use in almost any placement site.

What next? The next steps will focus on refining the learning objectives, developing the post-room debrief and exploring the escape room’s use for formative assessment. In addition, we plan to replicate the room across our sites, develop an additional scenario and undertake ongoing evaluation of the room and associated student learning outcomes.

Evaluation: The room was run as a pilot in three stages – briefing, solving the room and debriefing. The pilot room was evaluated in multiple ways: observation of participants before, during and after the room; participant evaluation questionnaires; free-flow discussion after participation; and through written and verbal feedback received. A shortened version was presented to ANZAHPE conference attendees, with observers asked to provide feedback. The room was evaluated for participant engagement and perceived learning value.

Outcomes: The evaluation findings indicate that the escape room activity was very enjoyable, encouraged participant engagement, suited many professions, was transportable and showed promise as an interprofessional learning platform. Additionally, it provided unexpected benefits, including networking opportunities, staff engagement and peer support possibilities.

What next? The next steps will focus on refining the learning objectives, developing the post-room debrief and exploring the escape room’s use for formative assessment. In addition, we plan to replicate the room across our sites, develop an additional scenario and undertake ongoing evaluation of the room and associated student learning outcomes.

Author Biographies

Leigh Moore, Flinders University

Leigh Moore BPharm, GradDipHealthResearch, MPH

Lecturer Nursing and Allied Health

Flinders Northern Territory

Narelle Campbell, Flinders University

Ass. Prof. Narelle Campbell PhD

Academic Lead Engagement and Social Accountability

Flinders Northern Territory

References

Centre for the Advancement of Interprofessional Education (CAIPE). (1997). Interprofessional education: A definition. CAIPE Bulletin, 13, 19.

Eukel, H. N., Frenzel, J. E., & Cernusca, D. (2017). Educational gaming for pharmacy students: Design and evaluation of a diabetes-themed escape room. American Journal of Pharmaceutical Education, 81(7), 6265. doi:10.5688/ajpe8176265

Kinio, A., Dufresne, L., Brandys, T., & Jetty, P. (2017). Break out of the classroom: The use of escape rooms as an alternative learning strategy for surgical education. Journal of Vascular Surgery, 66(3), e76. doi:10.1016/j.jvs.2017.07.034

Monaghan, S., & Nicholson, S. (2017). Bringing escape room concepts to pathophysiology case studies. HAPS Educator, 21(2), 49–62.

Nicholson, S. (2015). Peeking behind the locked door: A survey of escape room facilities. Retrieved from http://scottnicholson.com/pubs/erfacwhite.pdf

O’Keefe, M., Henderson, A., & Chick, R. (2017). Defining a set of common interprofessional learning competencies for health profession students. Medical Teacher, 39(5), 463–468. doi:10.1080/0142159X.2017.1300246

Teaford, H. (2017). Escaping the professional silo: Implementing an interprofessional escape room. MinneSOTL Blog. Retrieved from https://wcispe.wordpress.com/2017/12/01/escaping-the-professional-silo-implementing-aninterprofessional-escape-room/

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Published

2019-03-28

How to Cite

Moore, L., & Campbell, N. (2019). Novel interprofessional learning for healthcare students: An escape room pilot. Focus on Health Professional Education: A Multi-Professional Journal, 20(1), 1–7. https://doi.org/10.11157/fohpe.v20i1.306

Issue

Section

Short Report