The impact of playful titles and posters on learners’ interest in academic sessions: An observational study

Abstract

Introduction: Academic sessions require active participation and attendance to ensure effective knowledge dissemination. In this context, we aim to investigate the influence of playful titles and posters on learners’ interest in attending educational sessions at our radiology department. Materials and Methods: A questionnaire-based survey was distributed to the department staff gauging their opinions on topics for the grand rounds of the radiology department for the academic year 2021–2022. It contains demographics, responses to “Formal” and “Playful” posters across ten pairs of radiology-related topics, and factors that could affect their attendance. Results: Forty-three department staff participated in the survey, with a mean age of 33 ± 7 years. Participants found the “Playful” posters more amusing compared to “Formal” posters. With the “Playful” posters, there were no significant differences in the agreement levels between the interest in attendance and finding the poster amusing unlike most of the “Formal” posters. There were no significant differences in participants’ interest in attendance between the “Playful” and “Formal” posters. Using linear regression analysis, the “poster interest score” was a statistically significant predictor of the “attendance score” with both styles. However, the “Formal” posters were more appropriate predictors when both analysis models were compared. Sixty-five percent of participants indicated that a topic relevant to their specialty would increase their interest in attendance, with higher agreement in older age groups. In addition, male participants preferred playful titles, those provoking curiosity and utilizing visual aids. Conclusion: The interest in posters is a strong predictor of interest in attendance, with formal posters explaining this relationship better in our cohort. Age and sex influence the preference for title presentation and playful posters. Educators should tailor their educational methods accordingly. The following core competencies are addressed in this article: Interpersonal and communication skills, Medical knowledge, Professionalism, Systems-based practice.