An escape room activity to teach transitions-of-care: Student perceptions and lessons learned

Abstract

Introduction: Outside of experiential pharmacy education, there is a lack of curricular innovations focused on teaching transitions-of-care (TOC) to pharmacy students. Description of Innovation: A TOC escape room activity was implemented for pharmacy students after learning about diabetes management in the didactic curriculum. A perceptions survey and pre-and post-activity knowledge assessment were administered to assess student knowledge attainment and allow for continual improvement of the activity. Evaluation: The majority of students perceived that the escape room activity improved their readiness to treat patients with diabetes during care transitions. The escape room significantly improved knowledge, as demonstrated by an increase in mean scores between pre-and post-activity knowledge assessments. Future Implementation: Though the escape room activity was perceived by pharmacy students as an enjoyable opportunity to apply material from a didactic setting, many challenges related to content development, assessment administration, logistics, and material complexity were experienced.