Interprofessional Escape Room Improves Knowledge and Collaboration Among Nursing, Pharmacy and Physical Therapy Students

Abstract

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 student immediate recall knowledge and demonstration of interprofessional skills during a subsequent interprofessional 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. ISVS-21 scores increased from pre to post for all participants. Interprofessional learning objectives, as evaluated by faculty, were met by 248 (94.7%) students.

Conclusion. An interprofessional escape room with specific puzzle content improved students’ immediate recall knowledge. In both groups, self-assessed interprofessional socialization improved and faculty assessed interprofessional learning objective attainment during subsequent simulation occurred. Escape rooms can be an innovative pedagogical tool that can positively impact immediate recall knowledge and interprofessional collaborative skills of health professions students.