Utilization of Escape Room Gamification for Medical Toxicology Education of Emergency Medicine Residents

Abstract

Background

Medical toxicology is a core area of competence laid out by the American Board of Emergency Medicine (EM). While traditional lecture-based education is crucial for knowledge acquisition, innovative approaches such as escape room gamification may enhance resident engagement.

Objectives

The authors aimed to compare the effectiveness of in-person escape room gamification with traditional didactic teaching for toxicology education among EM residents.

Methods

A randomized crossover study was conducted at a large urban academic simulation center. EM residents were assigned to receive medical toxicology education through escape room gamification or traditional lecture. Knowledge acquisition was assessed using a 10-item multiple choice test administered pre- and post-intervention, with knowledge retention at 4–6 weeks. A Likert-Scale survey was utilized to assess participant satisfaction and perceptions. Paired two-tailed t-tests were used for analysis.

Results

Fifty-one EM residents across various post-graduate years (PGY 1–4) participated in the study. Average knowledge scores graded from 0 to 10 improved significantly after both gamification (6.67 ± 1.90, p = 0.043) and lecture-based education (7.04 ± 1.46, p = 0.001) compared to pre-intervention (5.78 ± 1.53). Most participants (73.5%) preferred escape room gamification. No difference was detected at 4–6 weeks retention assessment, with scores remaining significantly higher than baseline (p < 0.001).

Conclusion

Escape room gamification demonstrated comparable knowledge acquisition and retention to traditional lectures. Gamification was preferred by learners. Gamification is a feasible, effective, and engaging adjunct for teaching medical toxicology to EM residents.