Rachel Kavanaugh1, Stefanie George2, Nathan Lamberton3, Jeanne E Frenzel4, Dan Cernusca5, Heidi N Eukel6. 1. Medical College of Wisconsin School of Pharmacy, 8701 Watertown Plank Road, Milwaukee, WI 53226, United States. Electronic address: rkavanaugh@mcw.edu. 2. Medical College of Wisconsin School of Pharmacy, 8701 Watertown Plank Road, Milwaukee, WI 53226, United States. Electronic address: stgeorge@mcw.edu. 3. Medical College of Wisconsin School of Pharmacy, 8701 Watertown Plank Road, Milwaukee, WI 53226, United States. Electronic address: nlamberton@mcw.edu. 4. College of Health Professions, North Dakota State University, 1340 Administration Ave, Fargo, ND 58102, United States. Electronic address: Jeanne.Frenzel@ndsu.edu. 5. College of Health Professions, North Dakota State University, 1340 Administration Ave, Fargo, ND 58102, United States. Electronic address: Dan.Cernusca@ndsu.edu. 6. College of Health Professions, North Dakota State University, 1340 Administration Ave, Fargo, ND 58102, United States. Electronic address: Heidi.Eukel@ndsu.edu.
Abstract
BACKGROUND AND PURPOSE: Educational games can be used to increase students' knowledge of diabetes management. Students perceive educational games to be valuable learning tools. This study evaluated the transferability of a serious game, the diabetes escape room, between skills laboratories in a traditional program and an accelerated program. The authors believe that this is a valuable addition to educational methods for students in any pharmacy program. EDUCATIONAL ACTIVITY AND SETTING: Faculty at an accelerated, three-year pharmacy program replicated a diabetes escape room previously used by a traditional, four-year pharmacy program. The diabetes escape room required students to compete in a team-based educational game in which they solved diabetes-themed puzzles. Students completed pre- and post-game knowledge assessments and a perception survey linked to activity participation. The accelerated program students completed an additional delayed post-game knowledge assessment. FINDINGS: Students showed a statistically significant difference between pre- and post-game knowledge assessment scores at both institutions as well as in the delayed post-game knowledge assessment implemented at the accelerated program. Perception survey results were statistically significantly higher for the accelerated program, however both cohorts suggested positive perceived engagement with and usefulness of the escape room. SUMMARY: The use of a diabetes escape room resulted in statistically significant gains in knowledge and positive student perceptions. The diabetes escape room is a transferrable activity that can be used by other colleges or schools of pharmacy.
BACKGROUND AND PURPOSE: Educational games can be used to increase students' knowledge of diabetes management. Students perceive educational games to be valuable learning tools. This study evaluated the transferability of a serious game, the diabetes escape room, between skills laboratories in a traditional program and an accelerated program. The authors believe that this is a valuable addition to educational methods for students in any pharmacy program. EDUCATIONAL ACTIVITY AND SETTING: Faculty at an accelerated, three-year pharmacy program replicated a diabetes escape room previously used by a traditional, four-year pharmacy program. The diabetes escape room required students to compete in a team-based educational game in which they solved diabetes-themed puzzles. Students completed pre- and post-game knowledge assessments and a perception survey linked to activity participation. The accelerated program students completed an additional delayed post-game knowledge assessment. FINDINGS: Students showed a statistically significant difference between pre- and post-game knowledge assessment scores at both institutions as well as in the delayed post-game knowledge assessment implemented at the accelerated program. Perception survey results were statistically significantly higher for the accelerated program, however both cohorts suggested positive perceived engagement with and usefulness of the escape room. SUMMARY: The use of a diabetes escape room resulted in statistically significant gains in knowledge and positive student perceptions. The diabetes escape room is a transferrable activity that can be used by other colleges or schools of pharmacy.
Authors: Ghazwa B Korayem; Omar A Alshaya; Sawsan M Kurdi; Lina I Alnajjar; Aisha F Badr; Amjaad Alfahed; Ameera Cluntun Journal: Adv Med Educ Pract Date: 2022-07-01