Priming healthcare students on the importance of non-technical skills in healthcare: How to set up a medical escape room game experience

References

• Aase I, Aase K, Dieckmann P. 2013. Teaching interprofessional teamwork in medical and nursing education in Norway: a content analysis. J Interprof Care. 27:238–245.
   PubMed Web of Science ®Google Scholar
• Adams V, Burger S, Crawford K, Setter R. 2018. Can you escape? Creating an escape room to facilitate active learning. J Nurses Prof Dev. 34:E1–E5.
   PubMed Web of Science ®Google Scholar
• Broudo M, Walsh C. 2002. MEDICOL: online learning in medicine and dentistry. Acad Med. 77:926–927.
   PubMedGoogle Scholar
• Brown N, Darby W, Coronel H. 2019. An escape room as a simulation teaching strategy. Clin Sim Nurs. 30:1–6.
   Web of Science ®Google Scholar
• Connelly L, Burbach BE, Kennedy C, Walters L. 2018. Escape room recruitment event: description and lessons learned. J Nurs Educ. 57:184–187.
   PubMed Web of Science ®Google Scholar
• Dieckmann P. (2009). Using simulations for education, training and research. Lengerich (Germany): Pabst, Wolfgang Science.
   Google Scholar
• Dieckmann P, Glavin R, Hartvigsen Gronholm Jepsen RM, Krage R. 2016. Non-Technical Skills Bingo – a game to facilitate the learning of complex concepts. Adv Simul. 1:23.
   PubMedGoogle Scholar
• Dieckmann P, Lippert A, Glavin R, Rall M. 2010. When things do not go as expected: scenario life savers. Simul Healthc. 5:219–225.
   PubMedGoogle Scholar
• Dieckmann P, Zeltner LG, Helso AM. 2016. “Hand-it-on”: an innovative simulation on the relation of non-technical skills to healthcare. Adv Simul. 1:30.
   PubMedGoogle Scholar
• EMS2018 Copenhagen. (2018). Do you have what it takes to break out of our EMS2018 medical mystery room? [Copenhagen (Denmark)]: Emergency Medical Services; [accessed 2018 Mar 30]. https://emseurope.org/do-you-have-what-it-takes-to-break-out-of-our-ems2018-medical-mystery-room/
   Google Scholar
• Eukel HN, Frenzel JE, Cernusca D. 2017. Educational gaming for pharmacy students - design and evaluation of a diabetes-themed escape room. Am J Pharm Educ. 81:6265.
   PubMed Web of Science ®Google Scholar
• Fanning RM, Gaba DM. 2007. The role of debriefing in simulation-based learning. Simul Healthc. 2:115–125.
   PubMedGoogle Scholar
• Friedrich, C. (2018). Healthcare escape room design guidebooks. [St. Paul (MN)]: university of Minnesota; [accessed 2018 Nov 30]. http://license.umn.edu/technologies/20180272-20180273_healthcare-escape-room-design-guidebooks
   Google Scholar
• Friedrich C, Teaford H, Taubenheim A, Boland P, Sick B. 2018. Escaping the professional silo: an escape room implemented in an interprofessional education curriculum. J Interprof Care. [3 p.]
   PubMed Web of Science ®Google Scholar
• Gordon M, Darbyshire D, Baker P. 2012. Non-technical skills training to enhance patient safety: a systematic review. Med Educ. 46:1042–1054.
   PubMed Web of Science ®Google Scholar
• Hagerty K. 2017 August 25. Escape rooms: how these unconventional tenants break free from retail’s woes. Forbes.; Article:[About 1 Screen]. [accessed 2018 Mar 18]. https://www.forbes.com/sites/bisnow/2017/08/25/escape-rooms-how-these-unconventional-tenants-break-free-from-retails-woes/#c1c690254f7f
   Google Scholar
• Hermanns M, Deal B, Campbell AM, Hillhouse S, Opella JB, Faigle C, Campbell IV. 2017. Using an “Escape Room” toolbox approach to enhance pharmacology education. J Nurs Educ Pract. 8:89.
   Google Scholar
• Jarvin L. 2015. Edutainment, games, and the future of education in a digital world. New Dir Child Adolesc Dev. 2015:33–40.
   PubMedGoogle Scholar
• Jepsen RM, Dieckmann P, Spanager L, Lyk-Jensen HT, Konge L, Ringsted C, Ostergaard D. 2016. Evaluating structured assessment of anaesthesiologists’ non-technical skills. Acta Anaesthesiol Scand. 60:756–766.
   PubMed Web of Science ®Google Scholar
• Jilg S, Moltner A, Berberat P, Fischer MR, Breckwoldt J. 2015. How do supervising clinicians of a university hospital and associated teaching hospitals rate the relevance of the key competencies within the CanMEDS roles framework in respect to teaching in clinical clerkships? GMS J Med Educ. 32:33.
   Google Scholar
• Kinio AE, Dufresne L, Brandys T, Jetty P. 2018. Break out of the classroom: the use of escape rooms as an alternative teaching strategy in surgical education. J Surg Educ. 76:134–139.
   PubMed Web of Science ®Google Scholar
• Kristensen C. 2017a. Non-technical skills. [Copenhagen (Germany)]: SATSEMSS17; [accessed 2018 Mar 19]. http://emss17.sats-kbh.dk/session/non-technical-skills/
   Google Scholar
• Kristensen C. 2017b. Non-technical skills workshop. [Copenhagen (Germany)]: SATSEMSS17; [accessed 2018 Mar 19]. http://emss17.sats-kbh.dk/non-technical-skills-workshop/
   Google Scholar
• Margalit R, Thompson S, Visovsky C, Geske J, Collier D, Birk T, Paulman P. 2009. From professional silos to interprofessional education: campuswide focus on quality of care. Qual Manag Health Care. 18:165–173.
   PubMedGoogle Scholar
• Moore K, Jones C, Frazier RS. 2017. Engineering education for generation Z. Am J Eng Educ. 8:111–126.
   Google Scholar
• Nicholson S. (2015). Peeking behind the locked door: a survey of escape room facilities. White Paper. http://scottnicholson.com/pubs/erfacwhite.pdf.
   Google Scholar
• Reeves S, Tassone M, Parker K, Wagner SJ, Simmons B. 2012. Interprofessional education: an overview of key developments in the past three decades. Work. 41:233–245.
   PubMedGoogle Scholar
• Short ME, Goetzel RZ, Pei X, Tabrizi MJ, Ozminkowski RJ, Gibson TB, DeJoy DM, Wilson MG. 2009. How accurate are self-reports? Analysis of self-reported health care utilization and absence when compared with administrative data. J Occup Environ Med. 51:786–796.
   PubMed Web of Science ®Google Scholar
• Spedding R, Jenner R, Potier K, Mackway-Jones K, Carley S. 2013. Blended learning in paediatric emergency medicine: preliminary analysis of a virtual learning environment. Eur J Emerg Med. 20:98–102.
   PubMed Web of Science ®Google Scholar
• St Pierre M, Gall C, Breuer G, Schuttler J. 2017. Does annual simulation training influence the safety climate of a university hospital?: Prospective 5year investigation using dimensions of the safety attitude questionnaire. Anaesthesist 66:910–923.
   PubMed Web of Science ®Google Scholar
• Steinwachs B. 1992. How to facilitate a debriefing. Sim Gaming. 23:186–195.
   Web of Science ®Google Scholar
• Thim T, Krarup NH, Grove EL, Rohde CV, Lofgren B. 2012. Initial assessment and treatment with the airway, breathing, circulation, disability, exposure (ABCDE) approach. Int J Gen Med. 5:117–121.
   PubMedGoogle Scholar
• van der Lee N, Fokkema JP, Westerman M, Driessen EW, van der Vleuten CP, Scherpbier AJ, Scheele F. 2013. The CanMEDS framework: relevant but not quite the whole story. Med Teach. 35:949–955.
   PubMed Web of Science ®Google Scholar
• Voll S, Valiante TA. 2017. Watering CanMEDS flowers. Can Med Educ J. 8:e117–e118.
   PubMedGoogle Scholar
• Walker WR, Skowronski JJ. 2009. The fading affect bias: but what the hell is it for? Appl Cognit Psychol. 23:1122–1136.
   Web of Science ®Google Scholar
• Wickens CD, Hutchins S, Carolan T, Cumming J. 2013. Effectiveness of part-task training and increasing-difficulty training strategies: a meta-analysis approach. Hum Factors. 55:461–470.
   PubMed Web of Science ®Google Scholar
• Wiemker M, Elumir E, Clare A. (2015). Game Based Learning – Dialogorientierung & spielerisches Lernen digital und analog. St.Pölten (Austria): Verlag. Escape room games: “can you transform an unpleasant situation into a pleasant one?”; p. 55.
   Google Scholar
• Zhang XC, Lee H, Rodriguez C, Rudner J, Chan TM, Papanagnou D. 2018. Trapped as a group, escape as a team: applying gamification to incorporate team-building skills through an ‘escape room’ experience. Cureus. 10:e2256.
   PubMed Web of Science ®Google Scholar