ABSTRACT
SESSION TITLE: Novel Education and Assessments of Trainees SESSION TYPE: Rapid Fire Original Inv PRESENTED ON: 10/17/2022 12:15 pm - 1:15 pm PURPOSE: Utilization of Virtual Escape Rooms (VER) in medical educational has been shown to improve learner satisfaction and reinforce knowledge in the field of pulmonary and critical care medicine.1-6 Data lacks in effectiveness of VER for knowledge acquisition. This study aimed to evaluate perception of VER and effectiveness in gain of knowledge amongst pulmonary and critical care fellows. METHODS: This prospective study was conducted following the 2022 CHEST Pulmonary and Critical Care Fellow’s Virtual course. The course was deployed using Zoom© meeting platform. The two-day back-to-back course was structured as five, 50-minute virtual sessions and a VER session at the end of day two. The VER has been previously validated in two recent national scientific meetings and assesses high-yield pulmonary and critical care medicine topics. A pre- and post- course assessment with 9 clinical knowledge questions (one for each of the five virtual session and 4 for the VER session). A total score was obtained from each category as well as a total summative score. Additionally, audience perceptions of VER were surveyed with pre-and post-course assessment using a 5-point Likert Scale (1=strongly disagree and 5 = strongly agree) and an average for each question calculated. RESULTS: Of 247 trainees, 59 and 29 participants completed the pre- and post-course test (20 completed both tests). The clinical knowledge assessment total score, virtual sessions, and escape room categories scores, were significantly higher in the post- than the pre-course test. There was a positive perception of participants towards VER as an engaging experience and as an activity that augments learning. Participants were supportive of similar interactive VER activities at future events. CONCLUSIONS: The implementation of an educational virtual escape room (VER) at a national pulmonary and critical care fellows’ virtual course successfully increased knowledge acquisition among participants while providing an enriched learning experience. CLINICAL IMPLICATIONS: The deployment of VER offers medical educators with another tool for virtual education. To our knowledge, this is the first time a VER has been deployed and studied amongst pulmonary and critical care fellows. We consider this generation of physicians highly exposed and well-versed in virtual educational offerings, likely directly related to the COVID-19 pandemic. Apart from its educational value, the VER format exposed trainees to a collaborative educational experience.7 DISCLOSURES: No relevant relationships by Mauricio Danckers No relevant relationships by Michele Iguina No relevant relationships by Viren Kaul No relevant relationships by William Kelly