Trapped as a Group, Escape as a Team: Applying Gamification to Incorporate Team-building Skills Through an 'Escape Room' Experience
Trapped as a Group, Escape as a Team: Applying Gamification to Incorporate Team-building Skills Through an 'Escape Room' Experience
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DOI：
10.7759/cureus.2256
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发表时间：
2018-03-01
影响因子：
1.2
通讯作者：
Papanagnou, Dimitrios
中科院分区：
文献类型：
--
作者：
Zhang, Xiao Chi;Lee, Hyunjoo;Papanagnou, Dimitrios
团队合作是优质患者护理的关键技能，被研究生医学教育认证理事会（ACGME）认可为核心竞争力。到目前为止，对于如何在一个让学习者参与的论坛中有效地教授这些技能，让成员沉浸在类似生活的活动中，并建立信任和融洽关系，还没有达成共识。休闲游戏《密室逃脱》在创造一个逼真的环境方面越来越受欢迎，奖励玩家一起工作，解决难题，并完成一系列令人费解的任务，以便在规定的时间内有效地“逃离房间”。在这方面，逃生室与成功的急诊科（艾德）转移所必需的多任务处理和团队合作有许多相似之处。2018年1月，由9名急诊医学（EM）住院医师和1名高级EM教员组成的试点小组进行了商业逃生室，作为团队建设演习的一部分。逃生室要求参与者练习团队合作，沟通，任务授权和批判性思维，以解决越来越复杂的难题，从隐藏的对象，物理对象组装（即，拼图游戏）和符号匹配。活动要求成员认识和利用集体经验、技能、知识基础和小组的体能。游戏结束后，玩家接受了一个由商业逃生室的一名员工主持的结构化的“游戏大师”报告;随后，由一名教员主持的活动后调查，重点是参与者的感受，经历，和问题-逃生室为学习者提供了参与活动的机会，通过直接联系到具体的经验，奖励团队合作和有效的领导。ACGME里程碑和教育学习理论。EM参与者参与了活动，并认为逃生室再现了一个类似于ED的环境。活动结束后的报告提供了一个令人满意的结论，但学习者更喜欢一个更有组织的报告格式，为他们提供了建设性的和具体的反馈，他们的表现。
Teamwork, a skill critical for quality patient care, is recognized as a core competency by the Accreditation Council for Graduate Medical Education (ACGME). To date, there is no consensus on how to effectively teach these skills in a forum that engages learners, immerses members in life-like activities, and builds both trust and rapport. Recreational 'Escape Rooms' have gained popularity in creating a life-like environment that rewards players for working together, solving puzzles, and completing successions of mind-bending tasks in order to effectively 'escape the room' in the time allotted. In this regard, escape rooms share many parallels with the multitasking and teamwork that is essential for a successful emergency department (ED) shift.A pilot group of nine emergency medicine (EM) residents and one senior EM faculty member underwent a commercial escape room as part of a team-building exercise in January 2018. The escape room required participants to practice teamwork, communication, task delegation, and critical thinking to tackle waves of increasingly complex puzzles, ranging from hidden objects, physical object assembly (i.e., jigsaw puzzles), and symbol matching. Activities required members to recognize and utilize the collective experiences, skills, knowledge base, and physical abilities of the group. After the game, players underwent a structured 'game-master' debriefing facilitated by an employee of the commercial escape room; this was followed by a post-event survey facilitated by a faculty member, which focused on participants' feelings, experiences, and problem-solving techniques.Escape rooms afford learners the opportunity to engage in an activity that rewards teamwork and effective leadership through experiences that directly link to specific ACGME milestones and educational learning theories. EM participants were engaged in the activity and felt that the escape room reproduced an environment analogous to the ED. The debriefing that followed the activity provided a satisfactory conclusion to the experience; but learners preferred a more organized debriefing format that provided them with constructive and specific feedback on their performance.