{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,11]],"date-time":"2026-04-11T00:26:26Z","timestamp":1775867186845,"version":"3.50.1"},"reference-count":36,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2024,2,28]],"date-time":"2024-02-28T00:00:00Z","timestamp":1709078400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Eur J Dental Education"],"published-print":{"date-parts":[[2024,8]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Introduction<\/jats:title><jats:p>The benefit of pedagogical escape rooms for dental students' stimulation, interest and knowledge strengthening has been suggested by several studies. However, in previous studies, only a few students were evaluated. This study aims to confirm the purpose of this innovative pedagogical tool in terms of learning consolidation and team building from students' perceptions. We directly incorporated an educational escape game into the fundamental academic formation as a practical\u2010work course for fifth\u2010year dental students.<\/jats:p><\/jats:sec><jats:sec><jats:title>Materials and Methods<\/jats:title><jats:p>The present escape game focused on 3D printing, whose implementation fit the different steps of an escape game well. This study was conducted in March 2022. All fifth\u2010year dental students (<jats:italic>n<\/jats:italic>\u2009=\u2009212) were divided into 5\u20136 student groups to match the conditions of an escape game. Before entering the room, each student had to complete a cross\u2010sectional knowledge true\/false test of 8 questions to assess their general level. Additionally, an 18\u2010question appreciation survey was completed when leaving the room.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>The students perceived the 3D\u2010printing escape game to be relevant and especially expressed the benefit of being part of a team to exchange and build knowledge. These results suggest knowledge strengthening. The instructional benefit of this process seemed to exceed its mere fun and appealing aspect.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>Our results with a large number of students showed that, from the students' perception, the educational escape game significantly improved knowledge and team\u2010building. It created a supportive learning environment and increased students' motivation. It can provide a fun and effective way to diversify instruction.<\/jats:p><\/jats:sec>","DOI":"10.1111\/eje.12999","type":"journal-article","created":{"date-parts":[[2024,2,29]],"date-time":"2024-02-29T06:19:50Z","timestamp":1709187590000},"page":"707-717","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":11,"title":["Creation and evaluation of an educational escape room for preclinical training on <scp>3D<\/scp> printing in dentistry"],"prefix":"10.1111","volume":"28","author":[{"given":"\u00c9lisa","family":"Caussin","sequence":"first","affiliation":[{"name":"Department of Biomaterials, Faculty of Dental Surgery University of Paris Cit\u00e9  Paris France"},{"name":"Bretonneau Hospital  Paris France"},{"name":"URB2i Universit\u00e9 of Paris Cit\u00e9  Montrouge France"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ahmad","family":"Qatramiz","sequence":"additional","affiliation":[{"name":"Bretonneau Hospital  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