Background The integration of gamification into medical education has shown promise in enhancing student engagement and learning, yet its application within dental training remains underexplored. Methods This pilot study evaluated the impact of an oral surgery‐themed ‘Escape Room’ on self‐reported confidence and student perceptions among third‐year Doctor of Dental Medicine students. Fifty‐one participants completed the activity, which incorporated clinical scenarios requiring problem solving, teamwork and the application of theoretical knowledge to simulated practical tasks. Pre‐ and post‐activity questionnaires assessed confidence across eight clinical competencies and perceptions of the escape room’s educational value. Results Significant improvements in confidence were observed across all competencies, with large effect sizes observed across domains (Cohen’s d = 0.98–2.00), including raising a flap ( p < 0.0001, Cohen’s d = 2.00) and starting a surgical extraction ( p < 0.0001, Cohen’s d = 1.92). The activity also fostered teamwork, with 95% of participants agreeing that collaborative discussions enhanced their knowledge. Participants overwhelmingly rated the escape room as effective or highly effective (93%) and emphasised its ability to simulate clinical stress and promote hands‐on learning. Despite logistical challenges and concerns about session length, the activity was praised for its engaging, immersive design and potential to complement traditional teaching. Conclusions This study highlights the escape room’s value as an innovative pedagogical tool in dental education and emphasises the need for careful planning to address logistical limitations and maintain long‐term efficacy. Future work should explore its broader applicability and sustainability within dental education contexts.
Grady et al. (Thu,) studied this question.