Declining classroom attendance and in class engagement in Australian higher education could be a result of systemic factors and highlight the need for innovative teaching strategies. This study evaluated the impact of a flipped learning (FL) escape room workshop on student engagement and confidence in male reproductive physiology among second-year physiology students at Monash University. A total of 418 students (91% of the cohort) attended the non-compulsory workshop, themed around diagnosing the infertility of a fictional medieval king. Pre- and post-workshop surveys assessed engagement, preparedness, and confidence across five physiology topics. Of the attendees, 333 completed the pre-workshop and 368 completed the post-workshop surveys. Students reported high engagement with the workshop activities (mean = 90%), with significant differences in confidence based on pre-workshop preparedness. Post workshop confidence improved significantly across all topics, with the largest gains observed in the least prepared students. For example, students with 0% pre-workshop module completion reported confidence increases of 55-118% across the topics covered in the workshop, while those fully prepared showed 8-19% gains. These findings support the use of FL combined with gamified, narrative-driven workshops to enhance student engagement and confidence, regardless of their level of preparedness. The escape room format provided an inclusive environment that encouraged collaboration and active learning, demonstrating its potential as an engaging model for physiology education.
Leung et al. (Mon,) studied this question.