Use of Humour in Learning Anatomy in a Better Way in Lecture Theatre or Dissection Hall - A Questionnaire Based Study

Abstract

Background: First year medical students normally experience a variety of emotional reactions and mixed feelings, when they encounter human cadavers for the first time. With changing curriculum, peer pressure, stressful work conditions, etc. it becomes tough or even difficult to relax our mind. Humour has been shown to boost motivation, improve problem-solving skills, and foster creativity and critical thinking. It also promotes a happy learning atmosphere and reduces examination anxiety. The purpose of this study was to assess opinions of medical students about using humour while learning Anatomy in acquiring excellence in clinical skills and knowledge. Material & Methods: 258 medical students participated in the study and responded to the paper-based questionnaire. The student questionnaire comprised of sixteen questions related to attitudes towards the use of humour in the subject of anatomy in lecture and dissection hall. The responses were collected and the data was then compiled and analysed. Results: 83.72% to 93.79% of students believed in the usefulness of humour in anatomy theory lectures in terms of increasing interest in learning Anatomy, making them less anxious in recalling the muscle attachment, concentrate better on the topic. All the students were of opinion that the use of humor created a comfortable classroom atmosphere that makes the learning experience more positive and helpful in improving rapport between student and teacher. A very low evaluation was observed that use of humour during teaching distracts attention of the students and wastage of time. Inappropriate humour related to sarcasm, mockery received 226(87.59%) evaluation. Students 203(78.68%) also emphasized the use of dark humour to cope with morbidity and stress during dissection. Ad-libbed humour was considered to be the most effective form of humour. Most students emphasized that humour worked best in a small amount i.e. 2-3 times of humorous remarks. Conclusion: Keeping in mind the effectiveness of the system of anatomy instruction it seems logical that the subject should be learned with humor. The present study confirms that most medical students support the use of humour in teaching anatomy topics.