Abstract
Purpose:At present, transformative learning is one of the most important issues in medical education, since a conventional learning environment is prone to failure due to changing patterns among students. Ethnographic edutainment is a concept that consists of reward, competition, and motivation strategies that be used to effectively engage with learners.Methods:A total 321 first-year medical students took part in ethnographic edutainment sessions in 2011. We defined four preset learning objectives and assigned a term group project using clouding technologies. Participatory evaluation was conducted to assess the delivery of and attitudes towards this method.Results:Career lifestyles in the general population and expected real-life utilization of the final product were used as motivating factors, with competition and rewards provided through a short film contest. Nineteen out of twenty groups (95%) achieved all learning objectives. Females were more satisfied with this activity than males (P<0.001). We found statistically significant differences between lecture-based sessions and field visit sessions, as well as ethnographic edutainment activity sessions and other instructional approaches (P<0.01). The results were consistent in male and female groups.Conclusion:Ethnographic edutainment is well accepted, with higher satisfaction rates than other types of teaching. The concepts of health promotion and the social determinants of health can be learned through ethnographic edutainment activities, which might help train more humanized health professionals.
Highlights
It has been speculated that medical education in the twentyfirst century will encounter more challenging situations than in the past, including rapid changes the socio-cultural characteristics of medical students, as well as the impact of the generation gap between instructors and students
The learning environment, social determinants, and student collaboration in learning design have been proposed to be vital aspects of medical teaching that can help achieve more effective learning outcomes to respond to global needs [1]
This study aims to translate this concept into practice and present the results from a medical education setting
Summary
It has been speculated that medical education in the twentyfirst century will encounter more challenging situations than in the past, including rapid changes the socio-cultural characteristics of medical students, as well as the impact of the generation gap between instructors and students. The learning environment, social determinants, and student collaboration in learning design have been proposed to be vital aspects of medical teaching that can help achieve more effective learning outcomes to respond to global needs [1]. There have been many studies assessing the knowledge, attitudes, and ef-. Fectiveness of existing teaching methods, there are no studies available on collaborative learning designs among medical students. Low attendance rates, sleeping, and noisy chatting among bored students are among the top three causes of instructors’ reduced motivation for teaching. Some curricula have incorporated alternative strategies to alleviate these problems, such as the use of fingerprint scanning to check attendance rates, more serious discipline, etc. The aforementioned strategies seemed to have limited success, while having negative impacts on the learning attitudes of the students. Ethnographic edutainment is a new concept aiming to increase the opportunities to engage with the learners by exploring the life-
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