Table 1.
Students’ evaluations about creating the EER (n = 36)
| Completely disagree (%) | Disagree (%) | Neutral (%) | Agree (%) | Completely Agree (%) | |
|---|---|---|---|---|---|
| I liked creating the EER | – | 16.7 | 36.1 | 27.8 | 19.4 |
| I learned a lot from creating the EER | 2.8 | 33.3 | 19.4 | 36.1 | 8.3 |
| The opioid-related learning goals are now clear to me | – | 6.9 | 34.7 | 5– | 8.3 |
| The assignment is better than a traditional lecture or practical | 2.8 | 15.3 | 25.0 | 37.5 | 19.4 |
| Creating the EER was too much work | – | 27.8 | 15.3 | 45.8 | 11.1 |
| I did not mind the work, because I learned a lot | 8.3 | 38.9 | 20.8 | 20.8 | 11.1 |
| The assignment was clearly explained | 2.8 | 19.4 | 44.4 | 30.6 | 2.8 |
| It was nice to have support from the teacher | – | – | 25.0 | 5– | 25.0 |
| The quality of the support was good | – | 11.4 | 25.7 | 51.4 | 11.4 |
| Next year, the course should have a similar assignment | 5.6 | 19.4 | 25.0 | 25.0 | 25.0 |
| The plan to use my work in an international EER was motivating | 2.8 | 16.7 | 13.9 | 30.6 | 36.1 |
| Creating the EER was one of the better assignments in the course | 2.8 | 19.4 | 30.6 | 30.6 | 16.7 |
36 students answered questions about creating the EER, 38 about playing the EER. When two adjacent answers were provided for one statement (e.g., neutral and agree), each was counted as half
EER educational escape room