Escaping the Operating Room (1090-002175) (Research Abstract Professor Rounds: Group 6)
Start time: Friday, January 29, 2021, 11:30 AM End time: Friday, January 29, 2021, 12:30 PM Session Type: Research Abstracts (Completed Studies)
Our Operating Room (OR) team has been using simulation for interprofessional team training on a quarterly basis for many years. Maintaining high levels of engagement can be challenging, as only some of the learners are actively participating during in-situ scenarios, while the rest of the team is watching. We looked for innovative ways to reinforce critical skills and team building activities between members of the operative care team. The use of multimodal teaching methods incorporating team-based and problem-based learning activities found in role play and simulations have success in interprofessional education(1). Escape room learning activities teach individuals to utilize teamwork and communication, while perceived as entertaining at the same time. They provide hands-on experience and create knowledge based on team learning. Our hypothesis is, that the escape room format is a feasible option to increase learner engagement, while promoting interprofessional team training in the OR.
The goal for this activity was for interprofessional teams work together in each escape room, solving clues and riddles, while practicing critical skills needed during emergencies. An interdisciplinary team of educators, nurses and physicians created three escape room formats around topics which might be challenging during emergencies in the OR (cardiopulmonary resuscitation, code cart and advanced airway management). Some of the critical skills included proper application of the defibrillator pads, ability to operate the recently changed defibrillator model, working together during an airway emergency and finding and preparing medication commonly used during codes. Learners were assigned according to their training in interprofessional groups of 5-7 and had one hour to complete the rooms. While solving the puzzles in each room, the team picked up scrabble pieces, which would spell “teamwork” once the tasks were completed successfully.
Participants completed a survey in the end of the escape room activity and confirmed, that the learning objectives were met. The most relevant topics they learned from the exercise were Teamwork (43.5%), looking into the code cart (30.3%), helping the Anesthesia team with airway management (13%) and using defibrillator correctly (10.8%). At the same time there was a clear sense for 98% of the participants, that the escape room format was fun, informative and a useful supplement to get more people engaged in the learning activity. Comparing the survey responses to previous simulation team training events, the learner engagement was significantly higher when the escape room format was used.
The Institute of Medicine recommends, that health care teams that work together should learn together (2). Escape rooms are a novel and useful addition to the educational tools available for teaching in the healthcare setting. It is a labor-intensive learning modality to develop, but at the same time very rewarding due to the high degree of engagement and acceptance by the learners. While escape rooms are not applicable to all learning context, we found the setup very valuable for team training and learner engagement. We incorporated the tool into our interdisciplinary team training curriculum. Setting up the escape rooms in the simulation center provided a safe learning environment for the participants. At the same time utilizing props and supplies resembling OR equipment allowed the learners to make the transition to real life practice in the OR.