An Interprofessional Escape Room Experience to Improve Knowledge and Collaboration Among Health Professions Students
American Journal of Pharmaceutical Education, ISSN: 0002-9459, Vol: 86, Issue: 9, Page: ajpe8823
2022
- 28Citations
- 138Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Citations28
- Citation Indexes28
- 28
- CrossRef5
- Captures138
- Readers138
- 122
- 16
Article Description
Objective. The purpose of this study was to extend our understanding of escape room pedagogical design by investigating the impact of escape room puzzle content on changes in students’ immediate recall knowledge and demonstration of interprofessional skills during a subsequent simulation. Methods. Students from nursing, pharmacy, and physical therapy programs were randomized to complete an escape room themed around acute management of sepsis (intervention group; n=133) or general acute care (control group; n=129) prior to participating in a simulated patient discharge case conference. Students completed a knowledge assessment before the escape room, immediately after the escape room, and immediately after the simulation. Additionally, students completed the Interprofessional Socialization and Valuing Scale (ISVS-21) before and after the experience along with a post-program evaluation. Faculty rated student achievement of interprofessional learning objectives during the simulation using a standardized rubric. Results. Students in the intervention group had higher scores on the knowledge test administered immediately after the escape room. All participants’ ISVS-21 scores increased from before to after the activity. Interprofessional learning objectives, as evaluated by faculty, were met by 248 (94.7%) students. Conclusion. Participating in an interprofessional escape room activity with specific puzzle content improved students’ immediate recall knowledge. In both groups, self-assessed interprofessional socialization improved, and a high percentage of students achieved the interprofessional learning objectives in a subsequent simulation. Escape rooms can be an innovative pedagogical tool that can positively impact immediate recall knowledge and interprofessional collaborative skills of health professions students.
Bibliographic Details
http://www.sciencedirect.com/science/article/pii/S0002945923007283; http://dx.doi.org/10.5688/ajpe8823; http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85143180021&origin=inward; http://www.ncbi.nlm.nih.gov/pubmed/34911703; https://linkinghub.elsevier.com/retrieve/pii/S0002945923007283; https://dx.doi.org/10.5688/ajpe8823
Elsevier BV
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