JMIR Publications

ABSTRACT

Background:

The use of popular culture as a vehicle for knowledge delivery and enhancing engagement has great potential. However, its educational value has not been extensively evaluated. Moreover, there are concerns regarding learning fatigue from excessive use of video conferencing platforms in the aftermath of the pandemic. Innovative solutions are mandated to ensure effective learning is maintained during online teaching sessions that enhance audience understanding while maintaining attention span.

Objective:

This study aims to evaluate the use of specific popular culture case studies as a method of enhancing student engagement in an online near-peer teaching session.

Methods:

An online teaching session, delivered to UK undergraduate medical students, consisted of a series of clinical vignettes and single-best answer questions (SBAs). Characters from ‘The Simpsons’ television show were utilised as a series of carefully designed clinical vignettes. The vignettes were written using individual ‘Simpsons’ characters as patient analogies for the different causes of jaundice. A cross-sectional survey, with 7-point Likert questions, was disseminated.

Results:

53 survey responses were collected. The self-reported understanding of jaundice after the session was significantly higher than before the session [median:6 (IQR:5-6) vs median: 4 (IQR:3-4.5), P<0.0001)]. Participants mostly agreed that the addition of 'Simpsons' characters improved their knowledge and made the teaching more memorable and engaging [Knowledge (median:5, IQR:4-6), Memorability (median: 6, IQR: 5-7), Engagement (median: 6, IQR: 5-7), P< 0.05].

Conclusions:

Popular culture, if appropriately integrated, can be effective in engaging students while increasing self-perceived knowledge retention. ‘Simpsons’ characters can be pedagogically and professionally utilised as patient analogies to deliver teaching on the topic of jaundice.