Educators' perceptions and learning needs regarding the implementation of escape rooms in health professions education.

Abstract

Purpose of the article: Despite the rising popularity of escape rooms as an experiential learning method, the literature lacks an in-depth understanding of educators' challenges and requirements when implementing this approach. To address this gap, this research explores health professions educators' perceptions and learning needs concerning the integration of escape rooms into health professions education.

Materials and methods: This qualitative descriptive study recruited 18 health professions educators, who participated in an escape room educational activity comprising a standardised introduction, briefing, escape room and debriefing. Data was collected using focus group interviews, conducted immediately after the escape room experience. Data was analysed using thematic analysis.

Results: Thematic analysis revealed five themes and eleven subthemes, encompassing participants' perceptions and learning needs regarding escape rooms, and wider aspects regarding their application and implementation. Participants generally responded positively to escape rooms, recognising their potential for providing personlised learning experiences. Participants' learning needs included deeper knowledge of the escape room approach, as well as assistance in designing and facilitating escape rooms.

Conclusions: This study contributes valuable insights into educators' perspectives on escape rooms, informing the development of targeted faculty development programs. While educators demonstrated enthusiasm, providing support for designing and facilitating escape rooms is crucial.