CTE Healthcare Escape Room Activity (continued)
How the Puzzle Works:
• One entry on the chart includes a resting pulse that's too high or too low, or a post-activity pulse that's lower than the
resting rate—which is implausible.
• Students gather their own pulse data to get a sense of realistic changes (e.g., rest = 70–80 bpm => exercise = 100–150 bpm).
Students must record their data on their student card. Use a designated slot labeled "My Contribution" or "My Data". This will
serve as proof of participation and help unlock the final clue.
• The faulty record points to the escape code.
Sample Patient Chart
Casey B. shows a drop in pulse after exercise, which is physiologically unrealistic => Code = 1194
How They "Escape":
• After identifying the faulty chart entry, students retrieve the patient's ID number and use it as the station code.
Teacher Notes:
• Emphasize this is not a health screening—it's a simulation of how pulse behaves in typical circumstances.
• Allow seated jumping jacks or wall push-ups if mobility or space is limited.
• If stethoscopes are available, let students try using them as props or for pulse detection at the chest or wrist.
Station 9: Diagnostic Fluids Challenge
Using artificial urine or blood kits, students will analyze diagnostic samples to
identify each patient's blood type or detect specific conditions in their urine. Once
the results are matched and arranged correctly, the sequence reveals a hidden clue
to advance the challenge.
Station 9: 'Diagnostic Fluids Challenge'
Tools Used:
• Ward's Analyzing Samples of Artificial Urine Kit
• Ward's ABO and Rh Blood Typing Kit
Name Resting Pulse Post-Exercise Pulse Patient ID
Alex R. 72 126 2091
Jenna L. 80 105 4223
Casey B. 78
62
1194
Omar S. 76 138 3872
Taylor H. 68 122 6348
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