EVALUATION OF AN INNOVATIVE VIRTUAL ESCAPE ROOM PILOT ACTIVITY TO ENHANCE STUDENT LEARNING EXPERIENCE IN VETERINARY PHARMACOLOGY

  1. Olivos-Oré, Luis Alcides 1
  2. Barahona Gomariz, María Victoria 1
  3. Jiménez Burgueño, Emma 1
  4. Llorente Sáez, Celia 1
  5. Ortega de la O, Felipe 1
  6. Gómez Villafuertes, María Rosa 1
  7. Serrano López, Julia 1
  8. García Delicado, Esmerilda 1
  9. Martín Herranz, Ricardo 1
  10. García Barrios, Alberto 2
  11. Santander Ballestín, Sonia 2
  12. Luesma Bartolomé, María José 2
  13. Calderón Ruiz, Santos Wilton 3
  14. Paniagua Herranz, Lucía 1
  15. Pérez Sánchez, Blanca 1
  16. Ramírez Vicente, Nuria 1
  17. Muelas González, María José 1
  18. Arribas-Blázquez, Marina 1
  1. 1 Complutense University of Madrid (Spain)
  2. 2 University of Zaragoza (Spain)
  3. 3 National University of San Antonio Abad of Cusco (Peru)
Mostrar afiliaciones +
Actas:
INTED2023 Proceedings

ISSN: 2340-1079

Año de publicación: 2023

Páginas: 1000

Tipo: Aportación congreso

DOI: 10.21125/INTED.2023.0304 GOOGLE SCHOLAR lock_openAcceso abierto editor

Resumen

Gamification in university learning methodologies has a relatively recent application, one of the methods is the Escape room, considered an immersive learning environment, which promote learning through teamwork and problem solving (1). The virtual Escape room adaptation is a simulation methodology to learn Pharmacology that aims to favors integration of knowledge and promotes lifelong learning. In this work, we have implemented virtual Escape room series of “case-scenario” of Pharmacology for the 3rd year of Veterinary students as a complement to traditional lecture and laboratory based activities. The main strategy for each Escape room case in Pharmacology was to use a relevant and challenging problem to provide a scaffold for the integration of previously taught pharmacological knowledge.Each Escape room case was related to three main areas within the Pharmacology curriculum (autonomic pharmacology, Central Nervous System pharmacology and respiratory pharmacology) and were held immediately after teaching the corresponding lectures. Two groups of 50-60 students each were enrolled in the activity by including it as an activity within the obligatory but free-choice (among other activities such as monographs) practical credits.The students were provided one week after with the link to the Escape room case (elaborate by GeniallyTM) through the Pharmacology Unit webpage, Campus Virtual. At the end of each activity, every student had to fill through a Google forms questionnaire an assessment of the activity and an evaluation of the knowledge acquired. Additionally, four volunteer students have been assigned to give us more extensive feedback on each of the activities via email. The professors met with them in 15-day sessions, each discussion session lasted for a maximum of one hour.The student comments included the reports, the degree of participation and the survey results for these activities were assessed by a specifically designed survey and a correlation analysis with the subject qualifications in the first exam. We can conclude that the Escape room activity is associated with a greater motivation as well as with enhanced abilities to solve pharmacological problems that require a holistic view across several subjects they have in the Veterinary curriculum and that is helpful in reinforcing lifelong learning.

Referencias bibliográficas

  • [1] Brown, Neysa, Wendy Darby, and Helen Coronel. &; An escape room as a simulation teaching strategy." Clinical Simulation in Nursing 30 (2019): 1-6.
  • [2] Hermanns, Melinda, et al. "Using an" Escape Room" toolbox approach to enhance pharmacology education." (2017).