Abstract

Objective: To assess the effectiveness of medical escape room on learning of undergraduate medical students in comparison with case-based learning (CBL) in teaching of clinical dermatology.
Methodology: This quantitative experimental study was conducted at Department of Dermatology, Islamic International Medical College and included 97 students from 4th year MBBS during Dermatology clerkship. Through randomized purposive sampling, 48 students were assigned to group A and 49 to group B. A pre-test of 10 Short Answer Questions (SAQs) was taken from both groups before teaching. The group A students were taught through medical escape room strategy and group B through CBL for two weeks. A post-test of 10 SAQs was taken from both groups at the end.
Results: The Shapiro-wilk test showed non-normal distribution of data (

Key words: Gamification, medical escape room, medical education, undergraduate medical teaching.