Table 2.

Students’ evaluations about playing the EER (n = 38)

	Completely disagree (%)	Disagree (%)	Neutral (%)	Agree (%)	Completely Agree (%)
I liked playing the EER	–	–	19.7	59.2	21.1
I learned a lot from playing the EER	–	30.3	43.4	22.4	3.9
The opioid-related learning goals are now clear to me	2.7	18.9	37.8	36.5	4.1
Playing the EER is better than a traditional lecture or practical	2.6	18.4	31.6	28.9	18.4
The students’ puzzles were of sufficient quality	5.3	5.3	43.4	38.2	7.9
The teachers’ puzzles were of sufficient quality	–	–	10.5	57.9	31.6
Next year, the course should have an EER to play	–	10.5	28.9	34.2	26.3
Playing the EER was one of the better assignments in the course	5.3	15.8	22.4	25.0	31.6
	Too easy (%)	A little too easy (%)	Right difficulty (%)	A little too difficult (%)	Too difficult (%)
How difficult was playing the EER?	–	–	26.3	67.1	6.6
	5 or less players (%)	5–6 players (%)	7–8 players (%)	8–9 players (%)	10 or more players (%)
How many players can the rooms accommodate?	–	23.7	31.6	28.9	15.8