Can Students Create Their Own Educational Escape Room?: Lessons Learned from the Opioid Crisis Escape Room

Michiel J Bakkum; Milan C Richir; Rowan Sultan; Jara R de la Court; Anke C Lambooij; Michiel A van Agtmael; Jelle Tichelaar

doi:10.1007/s40670-021-01425-5

Can Students Create Their Own Educational Escape Room? Lessons Learned from the Opioid Crisis Escape Room

Research and Expertise Centre in Pharmacotherapy Education (RECIPE)
Dutch Institute For Rational Use of Medicines (IVM)
Dutch Institute for Rational Use of Medicine

Research output: Contribution to journal › Article › Academic › peer-review

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Abstract

Educational escape rooms (EERs) are live-action, team-based games used to teach content-related and generic knowledge and skills. Instead of students just playing the EER, we believed that giving them the opportunity to create their own EERs would augment the learning effects of this teaching method. We report on the feasibility, evaluation, and lessons learned of our assignment on an opioid epidemic-based EER. This original teaching method appealed to most students, but the workload was evaluated to be too high. Our lessons learned include the need for sufficient (extrinsic) motivation, careful explanation of the assignment, and small group sizes.

Original language	English
Pages (from-to)	1739-1745
Number of pages	7
Journal	Medical Science Educator
Volume	31
Issue number	6
DOIs	https://doi.org/10.1007/s40670-021-01425-5 https://doi.org/10.1007/s40670-021-01425-5
Publication status	Published - Dec 2021

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being

Keywords

Clinical pharmacology and therapeutics
Educational escape room
Serious gaming

Access to Document

Can-students-create-their-own-educational-escape-room.pdfFinal published version, 768 KBLicence: Taverne

Cite this

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title = "Can Students Create Their Own Educational Escape Room?: Lessons Learned from the Opioid Crisis Escape Room",

abstract = "Educational escape rooms (EERs) are live-action, team-based games used to teach content-related and generic knowledge and skills. Instead of students just playing the EER, we believed that giving them the opportunity to create their own EERs would augment the learning effects of this teaching method. We report on the feasibility, evaluation, and lessons learned of our assignment on an opioid epidemic-based EER. This original teaching method appealed to most students, but the workload was evaluated to be too high. Our lessons learned include the need for sufficient (extrinsic) motivation, careful explanation of the assignment, and small group sizes.",

keywords = "Clinical pharmacology and therapeutics, Educational escape room, Serious gaming",

author = "Bakkum, \{Michiel J\} and Richir, \{Milan C\} and Rowan Sultan and \{de la Court\}, \{Jara R\} and Lambooij, \{Anke C\} and \{van Agtmael\}, \{Michiel A\} and Jelle Tichelaar",

note = "Funding Information: The authors would like to thank the students that participated in this project for their helpful evaluations and useful contributions to the escape room. Publisher Copyright: {\textcopyright} 2021, The Author(s).",

year = "2021",

month = dec,

doi = "10.1007/s40670-021-01425-5",

language = "English",

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T2 - Lessons Learned from the Opioid Crisis Escape Room

AU - Bakkum, Michiel J

AU - Richir, Milan C

AU - Sultan, Rowan

AU - de la Court, Jara R

AU - Lambooij, Anke C

AU - van Agtmael, Michiel A

AU - Tichelaar, Jelle

N1 - Funding Information: The authors would like to thank the students that participated in this project for their helpful evaluations and useful contributions to the escape room. Publisher Copyright: © 2021, The Author(s).

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KW - Serious gaming

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