Background: Anatomy is an important part of health science education. In teaching anatomy, new teaching strategies have been studied in comparison with traditional-based approaches. In this manner, strategies such as the escape room-based approach have been used as an innovative learning approach in nursing education, but little is known about its application in an Anatomy module.
Objective: To evaluate the effectiveness of the escape room for anatomy-related knowledge retention in nursing and the perceived value of the game.
Design: In the first semesters of the academic years 2017-2018 and 2018-2019, a comparative cross-sectional study was conducted.
Settings: This study took place at the University of Almeria with students enrolled in the Anatomy module.
Participants: A total of 248 first-year nursing students took part in the study.
Methods: The study included two groups: an experimental group (EG) that participated in an escape room in the final session of their Anatomy module, and a control group (CG) that received a traditional-based teaching approach in their final lesson.
Results: Students enrolled in the Anatomy module were randomly assigned to either the experimental (EG, n = 128) or control groups (CG, n = 120). The escape room was conducted in groups of four and lasted no more than 15 min. In terms of satisfaction with the escape room, EG scored above the mean. The item "I enjoyed playing" received the highest score (4.88 ± 0.35). Taking the final scores of each group into account, the EG had a final average score of 8.94 ± 0.96, while the CG had a final average score of 7.70 ± 1.25 (p = 0.001).
Conclusions: According to the findings, the "Anatomy Escape Room" is a game-based approach that motivates students and constitutes a down-to-earth resource for anatomy learning in healthcare students.
Keywords: Anatomy; Comparative study; Escape room; Game-based learning; Nursing students.
Copyright © 2021 Elsevier Ltd. All rights reserved.