Number
809
Name
Gamified Pharmacology Learning: Comparing Virtual Escape Room Formats in Medical Education
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Tawna L. Mangosh, Case Western Reserve University School of Medicine
Abigail Berk, Case Western Reserve University School of Medicine
Presentation Topic(s)
Technology and Innovation
Description
PURPOSE
Pharmacology is often challenging for medical students due to dense content
and the difficulty of applying foundational concepts to therapeutic
decision-making. Virtual escape rooms offer a creative strategy that
integrates active learning, gamification, and clinical simulation to address
these barriers. However, strengths and limitations of different escape room
formats remain unclear. This study aims to determine whether
pharmacology-themed escape rooms improve student satisfaction, engagement,
and exam performance, and to identify which format yields the greatest
educational impact.
METHODS
Two virtual escape rooms were developed in both Google Slides and an immersive
learning suite format to reinforce pharmacology concepts. Using a
quasi-experimental crossover design, students were randomly assigned to two
groups. Each group completed two escape rooms, one on pharmacokinetics and
one on pharmacogenetics. Each was presented in a different format, either
Google Slides or the immersive suite. Afterward, students took a post-test on
each topic and participated in a joint focus group to discuss their
experiences and format preferences. Qualitative data were analyzed using an
inductive approach informed by grounded theory.
RESULTS
In this pilot phase, 11 of 12 students preferred the immersive format,
citing improved knowledge retention, engagement, teamwork, and clinical
application when compared with the Google Slides format. Suggested
improvements included balancing gamified elements with time-related stressors
and establishing group norms prior to participation. Although the sample size
was small, this limitation will be addressed in the second phase of this
study.
CONCLUSIONS
The immersive format preferred in this pilot phase will be integrated into
the first-year pharmacology curriculum in place of traditional learning
sessions. Student surveys and exam performance will be evaluated and compared
with historical controls to assess the educational impact of this approach.
Findings from this work will guide broader adoption of virtual escape rooms
in medical education at our institution and beyond.
Pharmacology is often challenging for medical students due to dense content
and the difficulty of applying foundational concepts to therapeutic
decision-making. Virtual escape rooms offer a creative strategy that
integrates active learning, gamification, and clinical simulation to address
these barriers. However, strengths and limitations of different escape room
formats remain unclear. This study aims to determine whether
pharmacology-themed escape rooms improve student satisfaction, engagement,
and exam performance, and to identify which format yields the greatest
educational impact.
METHODS
Two virtual escape rooms were developed in both Google Slides and an immersive
learning suite format to reinforce pharmacology concepts. Using a
quasi-experimental crossover design, students were randomly assigned to two
groups. Each group completed two escape rooms, one on pharmacokinetics and
one on pharmacogenetics. Each was presented in a different format, either
Google Slides or the immersive suite. Afterward, students took a post-test on
each topic and participated in a joint focus group to discuss their
experiences and format preferences. Qualitative data were analyzed using an
inductive approach informed by grounded theory.
RESULTS
In this pilot phase, 11 of 12 students preferred the immersive format,
citing improved knowledge retention, engagement, teamwork, and clinical
application when compared with the Google Slides format. Suggested
improvements included balancing gamified elements with time-related stressors
and establishing group norms prior to participation. Although the sample size
was small, this limitation will be addressed in the second phase of this
study.
CONCLUSIONS
The immersive format preferred in this pilot phase will be integrated into
the first-year pharmacology curriculum in place of traditional learning
sessions. Student surveys and exam performance will be evaluated and compared
with historical controls to assess the educational impact of this approach.
Findings from this work will guide broader adoption of virtual escape rooms
in medical education at our institution and beyond.
Presentation Tag(s)
IM-REACH 2025 Cohort