Unlocking knowledge or trapped in distraction? Use of escape room to enhance medical education

Abstract

This letter discusses the innovative use of Escape Room Games (ERGs) in medical education, emphasizing their potential to enhance knowledge acquisition and cognitive engagement among students. Originating in 2007 in Kyoto, Japan, ERGs have evolved into interactive, teambased experiences that simulate real-life clinical scenarios, promoting essential skills such as teamwork, problemsolving, and critical thinking. The implementation of ERGs at institutions like Maidstone and Tunbridge Wells NHS Trust has demonstrated significant improvements in student engagement and confidence in clinical decisionmaking. However, while ERGs offer immersive learning opportunities, they also present challenges, including potential distractions and negative emotions such as anxiety. This letter advocates for a balanced approach to ERG design, ensuring alignment with educational objectives and addressing concerns related to assessment validity. By fostering a psychologically safe environment, ERGs can encourage active participation and deeper learning, ultimately maximizing their educational value in medical training.