66 Escape Room as an Educational Strategy for Foundation Doctors Basic Surgical Skills Induction

Aim Simulation-based surgical education in the form of an Escape room is a well-published method of teaching surgical content and skills. However, little has been published on the use of Kirkpatrick model in the design of basic surgical skills as part of foundation doctors’ induction. We wanted to evaluate the use of an educational escape room for teaching surgical skills as part of foundation doctors’ induction. Method We designed and implemented an escape room for the Induction programme of Foundation Year One doctors in the United Kingdom at our local district general hospital. In groups, the doctors had to work through several tasks including gowning and gloving, knot tying and suturing in order to "escape the room". Pre- and post-session feedback were collected as surveys using Likert scale and semi-structured free-text questions were thematically analysed. Kirkpatrick model was used as a method of designing and evaluating the study. Results In total, 11/24 participants completed the feedback forms. On a scale of 1-5 where 1 is strongly agree and 5 is strongly disagree, 9/11 agreed they found escape rooms as a useful method for learning, and 10/11 understood how to scrub in, placing interrupted sutures; all felt confident in putting a hand-tie. Participants highly recommended this for future training. We were unable to evaluate longer term wider impact of this project within the wider surgical team. Conclusions Our pilot study indicates that the Kirkpatrick model is useful in the design and evaluation of in the use of Escape room in teaching basic surgical skills induction.