How intention/reflection fosters student learning in an interprofessional experiential escape room activity

Interprofessional education is becoming a more pronounced and purposeful aspect of health professions education. When combined with an experiential escape room learning activity, interprofessional experiences offer students a wide variety of possible knowledge gains and opportunities for skill development. To help students focus on the knowledge or skill most meaningful for them, and thereby improve engagement, the researchers applied an Intention/Reflection (I/R) practice to an interprofessional escape room activity, and asked participants to comment on how the I/R practice affected their thinking before and after the experience. Results indicate that several well-documented learning concepts and theories are fostered by the application of the I/R practice, which helps students in a variety of ways, both for the immediate escape room experience, and possibly beyond.