Evaluation of an online systematic review escape room for early career clinicians and doctoral students.
Background: Systematic reviews are increasingly appearing in doctoral theses and being supported by librarians. There is, however, evidence that students struggle to undertake systematic reviews. Case Presentation: We sought to understand the perspectives of, and confidence utilising systematic revi...
| Publicado en: | Journal of the Medical Library Association Vol. 113; no. 4; pp. 342 - 349 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
University of Pittsburgh, University Library System
Oct2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=189059863&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 189059863 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15365050 PI8 jtl: Journal of the Medical Library Association issn: 15365050 maglogo: N pubinfo: dt: Oct2025 vid: 113 iid: 4 pid: 60406 pub: University of Pittsburgh, University Library System place: Pittsburgh, Pennsylvania artinfo: ui: 189059863 189059863 189059863 10.5195/jmla.2025.2167 189059863 ppf: 342 ppct: 7 formats: fmt: @attributes: type: P tig: atl: Evaluation of an online systematic review escape room for early career clinicians and doctoral students. aug: au: Cannon, Paul McKee, Tracey affil: University of Glasgow, Glasgow, Scotland sug: subj: Interns and Residents Psychosocial Factors Students Psychosocial Factors Education, Doctoral Learning Methods Systematic Review Psychology, Clinical Games Evaluation Internet-Based Intervention Evaluation Human United States Quantitative Studies Comparative Studies Surveys Learning Environment Summated Rating Scaling Descriptive Statistics Thematic Analysis Coding Time Pressure Skill Acquisition ab: Background: Systematic reviews are increasingly appearing in doctoral theses and being supported by librarians. There is, however, evidence that students struggle to undertake systematic reviews. Case Presentation: We sought to understand the perspectives of, and confidence utilising systematic review search methods following an online escape room teaching intervention as part of our in-person orientation session for Doctorate in Clinical Psychology trainees. Following the session, trainees were invited to participate in an online survey to which we received a 90% response rate (n=35). The escape room was enjoyed by most trainees with many using the words "fun" and "engaging" to describe the intervention, this despite more participants finding the escape room difficult. The average scores for confidence in utilising search syntax were positive, but there was a wide range of scores. Many of the comments that trainees made centred on time pressure to escape. We believe that allowing the trainees more time would increase their enjoyment of the game and aid their learning. Conclusion: Our systematic review escape room demonstrates that key methodological concepts and search skills can be taught in an active, fun, and engaging way that helps introduce and scaffold learning for latter in-depth teaching. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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