Background Medical educators are increasingly exploring innovative strategies such as medical education escape rooms (MEERs), team-based games in which participants solve puzzles and complete tasks within a time limit to achieve a goal, to enhance learner engagement. This scoping review aimed to evaluate the utility of MEERs as a teaching method in medical education. Methods A scoping review was conducted using PubMed, MedEdPORTAL, and Scopus. Inclusion criteria were studies published in the past 12 years, written in English, involving medical students and/or residents, and reporting measurable outcomes. Exclusion criteria included systematic reviews, proof-of-concept studies, and studies outside medical school or residency contexts. Titles and abstracts were screened, followed by full-text review by two independent reviewers (HS and GB). A total of 20 studies met inclusion criteria. Data were extracted and analyzed for study characteristics and outcomes. Results All 20 studies assessed student reactions, with overwhelmingly positive responses. Reported outcomes included increased engagement, satisfaction, enjoyment, perceived learning, improved teamwork, clinical relevance, desire for more MEERs, and recommendations to peers. Nine studies (45%) evaluated learning outcomes, with significant improvements in pre- to posttest scores. MEERs were found to be more effective than flipped classrooms and traditional lectures and equally effective as case-based learning. One study evaluated behavioral change but found no significant impact on long-term behavioral outcomes. Conclusions Escape rooms are an effective and engaging educational strategy in medical education, supporting knowledge and skill acquisition. Further research is needed to evaluate their long-term behavioral impact in clinical settings.
Sturm et al. (Thu,) studied this question.
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