Escape Room Activity to Teach Head and Neck Anatomy
Introduction Students have ranked head and neck anatomy as one of the most complex areas to learn as it contains highly detailed spaces. Incorporating a head and neck escape room activity into anatomy curricula provides an engaging and effective way for the students to review these spaces and their...
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| Format: | Article |
| Language: | English |
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Association of American Medical Colleges
2025-02-01
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| Series: | MedEdPORTAL |
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| Online Access: | http://www.mededportal.org/doi/10.15766/mep_2374-8265.11494 |
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| author | George Holan Rijul Asri Abhishek Yadav Christin Traba Sophia Chen Jeremy J. Grachan |
| author_facet | George Holan Rijul Asri Abhishek Yadav Christin Traba Sophia Chen Jeremy J. Grachan |
| author_sort | George Holan |
| collection | DOAJ |
| description | Introduction Students have ranked head and neck anatomy as one of the most complex areas to learn as it contains highly detailed spaces. Incorporating a head and neck escape room activity into anatomy curricula provides an engaging and effective way for the students to review these spaces and their relationships. Methods We piloted a head and neck escape room activity for the Rutgers School of Dental Medicine students (round A) and implemented a modified version for the Rutgers New Jersey Medical School students (round B) as an anatomy review. We utilized a mixed-methods analysis to determine the activity's effectiveness in reviewing this content and garner students’ perceptions. Results Students (N = 149) reported that the escape room was useful to their learning (round A = 93%, round B = 100%), helped identify gaps in their knowledge (round A = 94%, round B = 98%), and required multiple skills to complete (e.g., interpersonal, problem-solving, critical thinking, adaptability). Students also noted the activity was fun (round A = 86%, round B = 100%). Despite positive student perceptions, the activity did not result in statistically significant improvements in posttest performance for round A (p = .87) or round B students (p = .16). Discussion While the escape room may not have shown significant improvement in knowledge, integrating this active learning tool does help students identify gaps in their knowledge and requires the utilization of various skills, which can make students better health care professionals. |
| format | Article |
| id | doaj-art-838d106bdc2e48e29568359759d43edd |
| institution | Kabale University |
| issn | 2374-8265 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Association of American Medical Colleges |
| record_format | Article |
| series | MedEdPORTAL |
| spelling | doaj-art-838d106bdc2e48e29568359759d43edd2025-02-04T05:00:14ZengAssociation of American Medical CollegesMedEdPORTAL2374-82652025-02-012110.15766/mep_2374-8265.11494Escape Room Activity to Teach Head and Neck AnatomyGeorge Holan0Rijul Asri1Abhishek Yadav2Christin Traba3Sophia Chen4Jeremy J. Grachan5Director of Anatomy Education, Departments of Medicine and Surgery, Rutgers New Jersey Medical SchoolPostdoctoral Fellow in Anatomy, Rutgers New Jersey Medical SchoolAssociate Professor, Department of Medicine, Rutgers New Jersey Medical SchoolExecutive Associate Dean for Education, Department of Pediatrics, Rutgers New Jersey Medical SchoolAssociate Dean for Preclerkship Education, Department of Pediatrics, Rutgers New Jersey Medical SchoolAssistant Professor, Department of Medicine, Rutgers New Jersey Medical SchoolIntroduction Students have ranked head and neck anatomy as one of the most complex areas to learn as it contains highly detailed spaces. Incorporating a head and neck escape room activity into anatomy curricula provides an engaging and effective way for the students to review these spaces and their relationships. Methods We piloted a head and neck escape room activity for the Rutgers School of Dental Medicine students (round A) and implemented a modified version for the Rutgers New Jersey Medical School students (round B) as an anatomy review. We utilized a mixed-methods analysis to determine the activity's effectiveness in reviewing this content and garner students’ perceptions. Results Students (N = 149) reported that the escape room was useful to their learning (round A = 93%, round B = 100%), helped identify gaps in their knowledge (round A = 94%, round B = 98%), and required multiple skills to complete (e.g., interpersonal, problem-solving, critical thinking, adaptability). Students also noted the activity was fun (round A = 86%, round B = 100%). Despite positive student perceptions, the activity did not result in statistically significant improvements in posttest performance for round A (p = .87) or round B students (p = .16). Discussion While the escape room may not have shown significant improvement in knowledge, integrating this active learning tool does help students identify gaps in their knowledge and requires the utilization of various skills, which can make students better health care professionals.http://www.mededportal.org/doi/10.15766/mep_2374-8265.11494Head and Neck AnatomyEscape RoomGame-Based LearningBasic ScienceDental EducationFlipped Classroom |
| spellingShingle | George Holan Rijul Asri Abhishek Yadav Christin Traba Sophia Chen Jeremy J. Grachan Escape Room Activity to Teach Head and Neck Anatomy MedEdPORTAL Head and Neck Anatomy Escape Room Game-Based Learning Basic Science Dental Education Flipped Classroom |
| title | Escape Room Activity to Teach Head and Neck Anatomy |
| title_full | Escape Room Activity to Teach Head and Neck Anatomy |
| title_fullStr | Escape Room Activity to Teach Head and Neck Anatomy |
| title_full_unstemmed | Escape Room Activity to Teach Head and Neck Anatomy |
| title_short | Escape Room Activity to Teach Head and Neck Anatomy |
| title_sort | escape room activity to teach head and neck anatomy |
| topic | Head and Neck Anatomy Escape Room Game-Based Learning Basic Science Dental Education Flipped Classroom |
| url | http://www.mededportal.org/doi/10.15766/mep_2374-8265.11494 |
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