Interactive clinical learning through an escape room experience: Updating the diagnostic and therapeutic approach to a complex case

Abstract

This paper presents an interactive teaching experience based on the progressive presentation of a complex clinical case using an activity inspired by the escape room format. The main objective is to update the diagnostic and therapeutic approach to this type of patient, whilst fostering clinical reasoning, decision-making and interac tion amongst participants.

The case, presented as a clinical challenge, resolution of which requires an integrated interpretation of the available information, formulation of diagnostic hypotheses, prioritisation of problems and the selection of the most appropriate management strategies at each stage, without initially revealing the diagnosis or the final outcome of the case.

The activity will unfold in different stages of progressively increasing difficulty. Participants will access the content via a link or QR code and record their answers using their mobile devices. The results will be integrated into an overall metric, allowing the group’s overall direction to be visualised and facilitating discussion of the alternatives.

Based on the clinical data, physical examination and ancillary tests, questions will be raised regarding the dif ferential diagnosis, the need for further investigation and the prioritisation of initial measures. Each decision will enable progress to be made in resolving the case and will provide an opportunity to review current recommendations, the available evidence and areas of uncertainty.

Interaction is encouraged through voting, targeted questions and open debate. The focus will not be solely on getting the diagnosis right, but on analysing the reasoning used, recognising warning signs, adapting the treatment strategy and fostering shared learning.