Abstract
Objective: To assess the effectiveness of medical
escape room on learning of undergraduate medical
students in comparison with case-based learning
(CBL) in teaching of clinical dermatology.
Methodology: This quantitative experimental study
was conducted at Department of Dermatology, Islamic
International Medical College and included 97
students from 4th year MBBS during Dermatology
clerkship. Through randomized purposive sampling,
48 students were assigned to group A and 49 to group
B. A pre-test of 10 Short Answer Questions (SAQs)
was taken from both groups before teaching. The
group A students were taught through medical escape
room strategy and group B through CBL for two
weeks. A post-test of 10 SAQs was taken from both
groups at the end.
Results: The Shapiro-wilk test showed non-normal
distribution of data (< 0.5) hence median of the test
scores was calculated. The median of pre-test score in
group A was 58 with IQR of 16 while in group B it
was 56 with IQR of 20.5. The increase in median of
post-test score of group A was 86 with IQR 19.2 and
in group B it was 83 with IQR 13.5. The Wilcoxon
Signed Rank test showed significance of association
between the performance of two groups (p = 0.000).
The percent increase in performance of students in
medical escape room group was also comparatively
higher than the CBL group (48.3% vs. 48.2%),
respectively.
Conclusion: Medical escape room is an effective
teaching strategy for learning of undergraduate
medical students in comparison to CBL.
Keywords: Gamification, medical escape room,
medical education, undergraduate medical teaching.
