Game-based learning in undergraduate medical education: evaluation of an interdisciplinary escape room.

BACKGROUND: Educational escape rooms are an innovative pedagogical approach to encourage proactive learning among students. This study assessed the learning outcomes and student satisfaction with escape room-based teaching at a medical school in Germany. METHODS: An interdisciplinary escape room was created based on learning goals from the fields of psychiatry, infectious diseases, and communication skills. The gameplay was repeated eight times and pre-post intervention questionnaires were used to assess knowledge gain of participants. Pre- and post-test scores were analyzed using t-tests and correlation analyses to examine their relationships with gender, age, and semester. Evaluation feedback was summarized with descriptive statistics (mean, SD). Three open-text questions recorded qualitative comments, which were analyzed thematically. RESULTS: Overall, 45 students (female = 82.2%; male = 17.8%; Mage=24.04 years, SDage=3.45) fulfilled inclusion criteria. The mean post-test score (M = 71.71, SD = 5.03) was significantly higher (t = 8.65, p < .001) than the mean pre-test score (M = 65.07, SD = 5.29). Female students scored higher than male students in pre-tests (r = .306, p = .041) and post-tests (r = .440, p = .002). A higher semester of study correlated with higher pre-test scores (r = .536, p < .001) and higher post-test scores (r = .411, p = .006). Students rated the teaching method as "good" (M = 1.58; SD = 0.53) and "recommendable to peers" (M = 1.20; SD = 0.45), "fun to play" (M = 1.22; SD = 0.52), and "relevant for teaching" (M = 1.24; SD = 0.48). Students mentioned collaborative teamwork as the best characteristic of escape room teaching and suggested comprehensive briefing and debriefing sessions for improving future sessions. CONCLUSIONS: Escape room-based teaching resulted in significant knowledge gain. Female gender was associated with higher pre- and post-test knowledge. Students at later stages of their studies had higher pre-test knowledge. The escape room was well perceived by medical students and considered an enjoyable learning environment for medicine-related topics.