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The facilitators could clearly see that the same pressures were being exerted on the students as in the physical escape room, despite being remote from the room and from each other. Benefits of the online escape roomĪs the students worked through the room, it became clear that this was more than just a lesson in dealing with a sepsis patient. The countdown then started and they had 45 minutes to escape the room in their respective teams.
Escape room austin field trips how to#
The students were also shown how to use ThingLink to ensure they were confident in navigating the room. The facilitators placed the story in context, including the patient’s back story and notes, and gave them their timings.
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(You could also use Zoom or any other video conferencing software with a chat function.) At the start of the challenge, the students were given a 20-minute introduction session as a remote team. The escape room was presented remotely in real-time on Microsoft Teams, using different team channels for each group. Each learning outcome on the sepsis pathway was included in the challenge that the doctors created. Some were provided in written or image form, another as a phone message recorded as an audio file in a tag. This included all the data that would be provided in a real-life sepsis situation, such as hospital admission notes, blood and urine results, heart rate and temperature and records of drugs administered. Students had to move through the tags in the room to view, assess and interpret the medical data.
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Once this puzzle had been solved, the resulting code had to be entered into the conditional transition in the tag by the exit, and the students could “escape” and complete the task.
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As well as using the conditional transitions tool to move from one scene to another by inputting the correct answer, they embedded a game in the Flippity app with a series of padlocks that had to be opened. Using an Insta 360 camera provided by the university technicians, Drs Jones and Gillaspy took a 360 image of the real training room, set up to simulate a sepsis patient in critical care exactly as it would be for their previous physical sepsis escape room challenge. But could the sense of urgency created by the real-life version really be re-created as an online escape room, where students were remote from the room and from each other? What are the steps to make a virtual escape room? This is a key part of the learning pathway, as students learn to work together as a team when faced with a medical emergency where every minute counts.ĭr Jones and her colleague Dr Emma Gillaspy, Senior Lecturer in Digital Learning at UCLan, wanted to create the same scenarios in an interactive virtual setting and realized that ThingLink would be the perfect tool for the job.
In pre-pandemic times she had created physical breakout rooms at the university to create a realistic sense of urgency in problem-solving scenarios with her students. She has previously used ThingLink to create realistic patient scenarios for her medical, nursing and multi-disciplinary healthcare students. To learn more about how ThingLink can provide elearning solutions for your organisation, schedule an online meeting with one of our product experts! Meet an Expertĭr Abhi Jones is an experienced user of ThingLink and Clinical Lead for Interprofessional Education at the University of Central Lancashire. This example is a great template for any virtual escape room to follow. The escape game proved to be a powerful tool for achieving learning outcomes, but also for improving teamwork. They used ThingLink to recreate the experience virtually as a digital escape room for a virtual team to complete together. The medical school at the University of Central Lancashire uses real-life escape rooms to recreate typical time-critical emergencies for students.
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