Introduction: Active learning methods, including gamified strategies like escape rooms, have been shown in medical education for enhancing engagement, knowledge retention, and teamwork. This report describes the design and implementation of an escape room game as a supplementary educational activity for emergency medicine students.

Materials & Methods: A team-based escape room was conducted during a regular educational session for 22 emergency medicine students. Puzzles covered cognitive (diagnosis/management) and affective (motivation/attitudes) domains. The knowledge test was developed by two EM faculty. The satisfaction/motivation survey (10 items, 5-point Likert) was adapted from Gómez-Urquiza et al. (2019).

Results: All 22 students completed the escape room activity. The mean score on the knowledge check administered after the activity was 84% (SD = 8.5). On the satisfaction 98% of students agreed or strongly agreed that they were satisfied with the activity. Additionally, 73% reported improved understanding of EM topics, 59% reported increased motivation to study EM, and 86% reported enhanced teamwork and communication skills. The majority 96% recommended incorporating similar escape room activities into the EM curriculum.

Conclusion: In this pilot educational implementation, an escape room activity was associated with high satisfaction and self-reported improvements in teamwork and motivation among EM students.