Saving patient x: A quasi-experimental study of teamwork and performance in simulation following an interprofessional escape room

ABSTRACT

Graduates of health professions programs are required to work collaboratively as part of interprofessional healthcare teams. The purpose of this study was to create and test the use of an interprofessional escape room, as a method to improve teamwork, prior to interprofessional simulation. The study evaluated performance in simulation with the Observed Interprofessional Collaboration tool and self-reported attitudes toward teamwork using the Interprofessional Socialization and Valuing Scale. A total of 233 students from professional nursing (n of 118) and pharmacy students (n of 115) were split into groups of four (two nursing, two pharmacy students). Groups were randomized to participate in the escape room first followed by simulation, or simulation first followed by the escape room. Results indicated median scores in simulation performance were higher for students who participated in an escape room before simulation compared to an escape room after simulation. There was no difference in the mean change in perceptions of teamwork from pre to post between students who participated in an escape room before simulation. Escape rooms can, in a brief period of time, improve teamwork and consequently performance during simulation. Findings support the use of escape rooms in interprofessional education curriculum as a method to promote teamwork.

KEYWORDS:

• Escape room
• simulation
• teamwork
• communication
• interprofessional education

Additional information

Funding

This work was supported by the Patricia H. Garman Fund, University at Buffalo School of Nursing.

Notes on contributors

Kelly Foltz-Ramos

Kelly Foltz-Ramos, PhD, RN, FNP-BC, CHSE, RHIA is the Director of Simulation and an Assistant Professor at the University at Buffalo School of Nursing.  Dr. Foltz-Ramos has worked in simulation for over ten years with a research focus in educational technology, innovation, and interprofessional education.  She has presented regionally and internationally on the use of escape rooms for interprofessional education.

Nicholas M. Fusco

Nicholas M. Fusco, PharmD is a Clinical Associate Professor and Director of Interprofessional Education in the Department of Pharmacy Practice at the University at Buffalo School of Pharmacy and Pharmaceutical Sciences. His scholarship of teaching and learning is in the area of interprofessional education, with a focus on using novel pedagogies to develop skills critical to effective interprofessional collaborative practice.

Jane B. Paige

Jane B. Paige, PhD, RN, CNE, CHSE is a Professor and Undergraduate Program Director at the Milwaukee School of Engineering (MSOE) School of Nursing. Dr. Paige has been a nurse educator since 2002 and has been engaged with use of simulation-based learning since 2007.  Her research interest has focused on the use of simulation based learning, development of simulation educators, and interprofessional education.