928 Can Medical Students Learn Urethral Catheterisation Through an Escape Room?

Abstract Aim Escape rooms are an exciting way to learn through team-based challenges, particularly lending themselves to practical clinical skills. We sought to understand if escape rooms are beneficial for teaching urethral catheterisation to medical students. Method 12 third year medical students were given an initial knowledge assessment, before completing the escape room in groups of three. The room consisted of a number of tasks including labelling anatomy, checking patient details, and gathering equipment, and culminated in successfully catheterising a model. On completion they were given a post escape room knowledge assessment, which was repeated two weeks later to assess retention. This was compared to a control group undertaking a traditional teaching method. Results Initially, on a Likert scale of 1–5, 69% (n=9) stated that they were a 1 for confidence in performing a urethral catheterisation. After the escape room, all students recorded a 3 or 4, and two weeks later confidence remained at an average of 3 (n=8). 34.6% of questions were answered correctly in the pre assessment, improving to 90% at the post assessment, and two weeks later remained high at 84.1%. Conclusions Students' knowledge of urethral catheters significantly improved following the escape room, mirrored by their increase in confidence. Despite having never observed or inserted a urethral catheter, all groups successfully catheterised the model, and found the active learning process more engaging.