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. 2025 May 30;87(7):4080-4089.
doi: 10.1097/MS9.0000000000003444. eCollection 2025 Jul.

Unlocking learning: evaluating case-based learning versus escape rooms for first-year dental students: a quasi-experimental study

Muhammad Daniyal Shafqat  1 , Inibehe Ime Okon  2 , Aisha Rafi  3 , Ayesha Javed  3 , Muhammad Danish Shafqat  1 , Khurram Irshad  3
Affiliations

Unlocking learning: evaluating case-based learning versus escape rooms for first-year dental students: a quasi-experimental study

Muhammad Daniyal Shafqat et al. Ann Med Surg (Lond). .

Abstract

Background: This study evaluates the effectiveness of two small-group teaching methods - case-based learning (CBL) and escape room activities - on first-year dental students' performance and perception, focusing on the neuro-endocrine module. The escape room method incorporates gamification and includes tasks related to basic and relevant clinical sciences, such as trauma scenarios, cranium models, and virtual cadaveric dissections.

Objectives: The primary objective was to assess student performance using two different learning strategies. A secondary objective was to gauge students' perceptions of learning through these activities.

Methods: A quasi-experimental study involved 50 first-year dental students from a University located in Islamabad, Pakistan. Initially, the class was divided into two groups, and students received the learning objectives a day prior. They were randomly assigned into four groups 10 minutes before the activities: two groups proceeded with CBL and two engaged in the escape room. Both interventions required teamwork and collaboration while following the same objectives, which included tasks related to basic and relevant clinical sciences. Pre- and post-tests assessed performance, while perceptions were evaluated through a Likert scale feedback form based on Kirkpatrick's Model. Data were analyzed using SPSS 26 with appropriate statistical comparisons.

Results: Both groups showed significant score improvements (P < 0.001), but there were no significant differences between the two interventions (P = 0.855, P = 0.652). Chi-square tests indicated higher enjoyment and perceived usefulness for the Escape Room.

Conclusion: Both teaching methods effectively improved student performance. Incorporating gamification and interactive tasks has the potential to enhance teamwork and satisfaction.

Keywords: case-based learning (CBL); dental students; escape room; gamification; medical education; small group teaching.

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Conflict of interest statement

The authors declare that they have no competing interests.

Figures

Figure 1.
Figure 1.
Timeline.
Figure 2.
Figure 2.
Escape Room layout. Task 1 Clinical case: Ascending Tracts. Task 2 Clinical case Neurotransmitters. Task 3,4,7 Virtual. Task 5 Roleplay/Examination. Task 6 Clinical case + Cranial Fossae and respective content identification. Task 8 Solving Riddles related to hormones. Task 9 Clinical case: Adrenal hyperplasia + Steroid biochemistry.
Figure 3.
Figure 3.
Virtual station example 1.
Figure 4.
Figure 4.
Virtual station example 2.
Figure 5.
Figure 5.
Box Plot diagram.
Figure 6.
Figure 6.
Feedback response: Enjoyment.
Figure 7.
Figure 7.
Feedback response: Preference over lecture.
See this image and copyright information in PMC

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