Utilization of Escape Room Gamification for Medical Toxicology Education of Emergency Medicine Residents

ABSTRACT Background Medical toxicology is a core area of competence laid out by the American Board of Emergency Medicine (EM). While traditional lecture‐based education is crucial for knowledge acquisition, innovative approaches such as escape room gamification may enhance resident engagement. Objectives The authors aimed to compare the effectiveness of in‐person escape room gamification with traditional didactic teaching for toxicology education among EM residents. Methods A randomized crossover study was conducted at a large urban academic simulation center. EM residents were assigned to receive medical toxicology education through escape room gamification or traditional lecture. Knowledge acquisition was assessed using a 10‐item multiple choice test administered pre‐ and post‐intervention, with knowledge retention at 4–6 weeks. A Likert‐Scale survey was utilized to assess participant satisfaction and perceptions. Paired two‐tailed t ‐tests were used for analysis. Results Fifty‐one EM residents across various post‐graduate years (PGY 1–4) participated in the study. Average knowledge scores graded from 0 to 10 improved significantly after both gamification (6.67 ± 1.90, p = 0.043) and lecture‐based education (7.04 ± 1.46, p = 0.001) compared to pre‐intervention (5.78 ± 1.53). Most participants (73.5%) preferred escape room gamification. No difference was detected at 4–6 weeks retention assessment, with scores remaining significantly higher than baseline ( p < 0.001). Conclusion Escape room gamification demonstrated comparable knowledge acquisition and retention to traditional lectures. Gamification was preferred by learners. Gamification is a feasible, effective, and engaging adjunct for teaching medical toxicology to EM residents.