ABSTRACT
OBJECTIVES: To develop a paediatric radiology themed escape room session for undergraduate education and secondly, to determine participant satisfaction and improvement in knowledge. METHODS: A paediatric radiology escape room with accompanying tutorial was developed around key learning objectives set within the RCR and ESR undergraduate curriculum. Students were recruited from two different universities and undertook the escape room themed teaching. An 8-question single best answer (SBA) test was completed before, immediately after and at 2 weeks post-teaching to determine participant improvement and retention of knowledge. The general feedback was also collected. RESULTS: The escape room sessions were held three times, for 19 students (6-7 students per session). All groups completed the escape room in ≤ 20 min. Students enjoyed the experience, assigning an average satisfaction score of 9.4/10 (range 7-10). The majority (17/19, 89.5%) preferred this method of teaching to a lecture-based tutorial alone, although all said they found the tutorial component useful. For the SBA test, there was an average increase in 3.6 marks (range 1-6 marks) per participant between before and after the escape room. This improved knowledge was mostly sustained after 2 weeks, with an average increase of 3.4 marks difference (range 1 to 6) per participant compared to before the teaching. CONCLUSIONS: A paediatric radiology themed escape room is a feasible teaching method, enjoyed by participants and associated with an increase in radiological knowledge. Further work with larger sample size and direct comparison with other traditional teaching methods is required.
ABSTRACT
Many opportunities for patient and public involvement already exist in medical education. Current approaches may not fully harness the educational potential of the patient voice, so it appears that new approaches are worth exploring. This article, co-written by students and faculty members, describes an educational initiative in which medical students had opportunistic conversations with randomly selected members of the public to explore their priorities regarding health care. METHODS: The 'Design my Doctor' project enabled medical students to hear participants' spontaneous responses to the question 'What should our medical school teach your future doctors?' Students experienced the unfiltered patient voice. The 183 responses were recorded in writing, and on video, and were analysed using the nominal group technique. The themes focused on the health care priorities of members of the public. RESULTS: Themes from the public data included 'interpersonal qualities', 'empowering patients', 'medical knowledge' and the 'health system'. Student reflective pieces showed how powerful hearing first-hand unfiltered feedback can be. Engagement in collecting and interpreting data enhanced the significance of the content and the process for the learners. Students realised that 'medical knowledge', although important, was not the overriding priority for patients. Students identified specific areas for future application and considered how it could be incorporated systematically into their programme. DISCUSSION: As medical educators, we can use interventions like 'Design my Doctor' to facilitate and support students to proactively seek and reflect on patient feedback.
