Greater Enjoyment Research Articles

Promoting students’ autonomous motivation for the ongoing curriculum using a ‘Societal Impact Project’ with basic psychological needs characteristics

Purpose Autonomous motivation is important for university students, but it remains a challenge to stimulate their autonomous motivation for their curricula. We developed an extracurricular intervention (Societal Impact Project) with basic psychological needs supportive characteristics such as learning with self-defined problems relevant to curriculum and society, collaborative group work, and coaching by a teacher. This study aims at evaluating the intervention in fostering students’ autonomous motivation for their regular curricula. Methods We conducted a quasi-experimental study, using between-group pre- and post-test design. Participants from the intervention and control group completed a survey before and after the intervention, which measured the satisfaction of three basic psychological needs, autonomous motivation, controlled motivation, enjoyment, value, and well-being within their regular curricula. We compared the post-test differences between the two groups while controlling for pre-test scores. Results Students in the intervention group had greater enjoyment in their regular curricula and perceived their regular curricula to have more value compared to students in the control group. The other variables did not differ significantly between the two groups in the post-test. Conclusion The intervention is effective for improving students’ enjoyment and perceived value in their regular curricula. The variables with non-significant differences indicate the difficulty to alter students’ basic psychological needs and motivation in their regular curricula, even after participating in a long-term intervention.

An exploration of low- and high-immersive virtual reality modalities for willingness to communicate in English as a second language

This mixed-method quasi-experimental study compares the impact of two different kinds of virtual reality environments on the willingness of English as a Second Language (ESL) students to engage in communication. Twenty high-level ESL graduate students were recruited for the research and organized into 10 pairs. Each pair of students completed two separate speaking tasks. One task took place in a low-immersive virtual reality environment, while the other task took place in a high-immersive virtual reality environment. The study was counterbalanced, with half completing the two tasks in one order, while the other half completed them in the reverse order. The study found no statistically significant differences between the modality conditions on willingness to communicate. Task order and action-oriented instructional methods were found to have greater impact than the modality. However, a significant difference was found between participants' affective-cognitive experiences, with participants reporting higher cognitive load and greater enjoyment in high-immersive condition. Speaking anxiety was also reduced after participation in two virtual reality tasks, leading to an increase in self-confidence. Additionally, qualitative analysis identified relationships between various technological, affective-cognitive, and individual factors that can affect the student's willingness to communicate. Empirical and theoretical implications are discussed, along with limitations and directions for future research.

Storytelling changes the content and perceived value of event memories

Memories are not only stored for personal recall, but also to communicate knowledge to others in service of adaptive decision-making. Prior research shows that goals to share information can change which content is communicated in memory as well as the linguistic style embedded in this communication. Yet, little is known as to how communication-related alterations in memory narration drive differences of value processing in listeners. Here, we test how memory communication alters multi-featural recall for complex events and the downstream consequence on value estimations in naïve listeners. Participants recalled a memory of playing an exploratory videogame at a 24-h delay under instructions to either share (i.e., social condition) or recall (i.e., control condition) their memory. Sharing goals systematically altered the content and linguistic style of recall, such that narrators from the social condition were biased towards recall of non-episodic details and communicated their memories with more clout, less formality, and less authenticity. Across two independent samples of naïve listeners, these features differentially influenced value estimations of the video game. We found that greater clout was associated with greater enjoyment while listening to memories (hedonic value), and that greater inclusion of non-episodic details resulted in greater willingness to purchase the video game (motivational drive). These findings indicate that sharing an experience as a story can change the content and linguistic tone of memory recall, which in turn shape perceived value in naïve listeners.

Exploring the Impact of Online Teaching Factors on International Students’ Control-Value Appraisals and Achievement Emotions in a Foreign Language Context

Drawing upon Pekrun’s (2006) control–value theory of achievement emotions, the present study explores the relations between online teaching factors (i.e., teachers’ information and communications technology (ICT) competence and provision of structure) and students’ control–value appraisals and achievement emotions (i.e., enjoyment, boredom, and anxiety) in an online foreign language learning context. Data were collected through semi-structured interviews with 12 international students and 6 teachers who were involved in a Chinese foreign language course delivered online during the coronavirus pandemic. Results from the thematic analysis showed that both students’ and teachers’ positive evaluations of teachers’ ICT competence and provision of structure were associated with students’ increased control beliefs and intrinsic value, but not necessarily with utility value. According to the participants, the two increased appraisals related to students’ greater enjoyment and reduced feelings of boredom and anxiety during the online language learning process. Findings are discussed in light of the role of online teaching factors in shaping students’ appraisals and emotional experiences in online environments, particularly during the coronavirus pandemic.

Green space and stroke: A scoping review of the evidence

BackgroundGlobal industrialisation and urbanisation has led to an increased interest in the link between the environment and health. Stroke is a major cause of morbidity and mortality, and there is increased evidence that environmental factors may affect both the incidence and severity of stroke. This review summarises the evidence for relationship between green space exposure and stroke incidence and outcomes. MethodsWe conducted a literature search in Medline and Scopus until 1 August 2023, and screened references of relevant articles. Selected articles were appraised for their relevance, and critically reviewed. The findings were thematically categorised. ResultsOf the 1342 papers identified, 27 were included. These involved a mix of study designs (cohort, cross-sectional, quasi-experimental, time stratified case crossover and ecological). There was consistent evidence indicating a protective association between green space exposure and disability and stroke-related death with mortality hazard ratios between 0.66 and 0.95. Most studies also showed that green space was inversely associated with stroke risk, with risk estimates from studies showing a protective effect ranging between 0.4 and 0.98; however, results were more mixed and some did not reach statistical significance. The moderating effects of green spaces on ambient temperatures, noise and air pollution, and psychosocial health plus greater enjoyment and opportunity for exercise and enrichment of the human microbiome may underly these associations. ConclusionThere is likely some protective effect of green space on stroke, with the benefits most convincingly shown for post-stroke outcomes. More research is recommended to confirm the protective association between green space exposure and reduced stroke risk.

Relationships among teacher enjoyment, emotional labor, and perceived student engagement: A daily diary approach

The present daily diary study among 587 Canadian primary and secondary school teachers assessed teachers' genuine expression, faking, hiding of happiness and enthusiasm, and their daily associations with perceived student emotional and behavioral engagement. Moreover, we measured teachers' trait enjoyment before and after the diary study to examine whether teacher trait enjoyment predicted the use of emotional labor strategies that, in turn, were related to teachers' perceptions of their students' engagement. In addition, we examined whether perceived student engagement predicted future levels of teacher trait enjoyment. Results from multilevel structural equation modeling showed that, at the between-person level, teachers who had higher levels of trait enjoyment tended to spontaneously show their positive feelings to their students (β = 0.381, p < .001), which was further positively related to student engagement (β = 0.257, p < .001). In turn, teachers' perceptions of heightened student engagement led to even greater enjoyment in the future (β = 0.134, p < .05). In contrast, teacher trait enjoyment was negatively related to faking (β = −0.297, p < .001) and hiding positive emotions (β = −0.130, p < .05), but was further unrelated to student engagement or future enjoyment. At the within-person level, genuine expression of positive emotions was positively related to student engagement (β = 0.219, p < .001), faking was negatively related to student engagement (β = −0.134, p < .001), and hiding was unrelated to student engagement.

Barriers to participating in self-expanding relationship activities and the role of growth and destiny beliefs

New and exciting activities with a partner have been linked to a variety of benefits for intimate relationships; however, less is known about what hinders these activities. The goal of the present research was to examine the barriers that people face when planning shared new and exciting (i.e., self-expanding) relationship activities with their intimate partner and whether some people have traits (i.e., destiny and growth beliefs) that promote persistence in the face of these barriers. Across two studies, participants in intimate relationships reflected on barriers associated with participating in self-expanding activities that they planned with their partner in the past and identified the frequency of these barriers in the past six months (Study 1), and then rated the extent to which barriers interfered with their ability to carry out the activities (Study 1 and 2). In Study 2, participants completed measures of destiny and growth beliefs, and identified their level of enjoyment and desire to participate in similar self-expanding activities in the future. In both studies, we found that participants rated finances, limited resources, and obligations as barriers that interfered the most with activities. Our findings suggest that barriers were more likely to interfere with activities for people higher in destiny beliefs (vs. growth beliefs). Growth beliefs were significantly associated with greater enjoyment from self-expanding activities and a greater likelihood of participating in similar activities in the future (vs. destiny beliefs). Our findings have implications for understanding barriers that couples face when engaging in self-expanding activities in their intimate relationships.

“Frankly, My Dear, I Just Might Give a damn:” An Experiment Investigating Preexisting Beliefs and Reasons to Watch Romantic Comedies on Reports of Beliefs, Mood, and Enjoyment

ABSTRACT This multiple message, pretest-posttest control group design experiment investigated whether different motivations to view romantic comedies and preexisting romantic beliefs (e.g. love conquers all, soulmate) influenced mood, enjoyment, and romantic beliefs. Results of 358 undergraduate participants demonstrate that romantic beliefs prior to viewing predicted reduced beliefs after viewing a challenge film, and greater enjoyment after viewing an ideal film. Watching in order to learn or be entertained led to stronger romantic beliefs in the ideal condition, whereas watching for entertainment led to more enjoyment and a more positive mood than did watching for other reasons, regardless of the content. Sheer viewing led to stronger romantic beliefs in the ideal condition.

Acute Physiological and Perceptual Responses to Whole-Body High-Intensity Interval Training Compared with Equipment-Based Interval and Continuous Training.

Low-volume, time-efficient high-intensity interval training (HIIT), which involves whole-body (WB) callisthenics exercises, has gained worldwide popularity in recent years. However, the physiological and perceptual impact of WB-HIIT in comparison to specialised, equipment-based training is relatively less studied. This study compared the acute physiological and perceptual responses to a single session of WB-HIIT, ergometer-based HIIT (ERG-HIIT) and conventional moderate-intensity continuous training (MICT). Fourteen physically inactive adults (age: 28.4 ± 6.5 years, VO2peak: 31.0 ± 6.2 mL· kg-1· min-1) underwent three main trials (WB-HIIT: 12 x 30-s high-intensity callisthenics workout; ERG: HIIT: 12 x 30-s high-intensity cycling bouts; MICT: 30-min cycling at 50% peak power output) in a randomized cross-over order 3-7 days apart. The mean session heart rate (HR) and perceived exertion were comparable across all three protocols (p > 0.05). WB-HIIT attained a similar peak HR (87.4 ± 9.4 %HRmax) as that of ERG-HIIT (83.0 ± 8.6 %HRmax), and significantly greater than that of MICT (78.7 ± 5.5 %HRmax, p = 0.001). However, WB-HIIT induced significantly higher blood lactate levels (7.2 ± 1.8 mmol/L) compared to both ERG-HIIT (5.1 ± 1.3 mmol/L, p < 0.05) and MICT (3.1 ± 1.5 mmol/L, p < 0.001). The participants reported higher self-efficacy and greater enjoyment with WB-HIIT compared to MICT (p < 0.05). The mean HR and perceived exertion responses to WB-HIIT are comparable to those of equipment-based HIIT and MICT; however, WB-HIIT results in greater metabolic strain than both other modalities. Despite this, the overall perceptual responses to WB-HIIT are positive, suggesting that it could be a viable exercise alternative, especially for individuals with limited exercise time and restricted access to facilities and equipment.

Acute Physiological and Perceptual Responses to Whole-Body High-Intensity Interval Training Compared with Equipment-Based Interval and Continuous Training

Low-volume, time-efficient high-intensity interval training (HIIT), which involves whole-body (WB) callisthenics exercises, has gained worldwide popularity in recent years. However, the physiological and perceptual impact of WB-HIIT in comparison to specialised, equipment-based training is relatively less studied. This study compared the acute physiological and perceptual responses to a single session of WB-HIIT, ergometer-based HIIT (ERG-HIIT) and conventional moderate-intensity continuous training (MICT). Fourteen physically inactive adults (age: 28.4 ± 6.5 years, VO2peak: 31.0 ± 6.2 mL· kg-1· min-1) underwent three main trials (WB-HIIT: 12 x 30-s high-intensity callisthenics workout; ERG: HIIT: 12 x 30-s high-intensity cycling bouts; MICT: 30-min cycling at 50% peak power output) in a randomized cross-over order 3-7 days apart. The mean session heart rate (HR) and perceived exertion were comparable across all three protocols (p &gt; 0.05). WB-HIIT attained a similar peak HR (87.4 ± 9.4 %HRmax) as that of ERG-HIIT (83.0 ± 8.6 %HRmax), and significantly greater than that of MICT (78.7 ± 5.5 %HRmax, p = 0.001). However, WB-HIIT induced significantly higher blood lactate levels (7.2 ± 1.8 mmol/L) compared to both ERG-HIIT (5.1 ± 1.3 mmol/L, p &lt; 0.05) and MICT (3.1 ± 1.5 mmol/L, p &lt; 0.001). The participants reported higher self-efficacy and greater enjoyment with WB-HIIT compared to MICT (p &lt; 0.05). The mean HR and perceived exertion responses to WB-HIIT are comparable to those of equipment-based HIIT and MICT; however, WB-HIIT results in greater metabolic strain than both other modalities. Despite this, the overall perceptual responses to WB-HIIT are positive, suggesting that it could be a viable exercise alternative, especially for individuals with limited exercise time and restricted access to facilities and equipment.

Making Versus Viewing Art: Effects on Affect, Enjoyment, and Flow

In two studies, we compared whether making and viewing art improved affect and whether the affective benefits were due to participants’ experience of enjoyment and flow. In Study 1, participants engaged in an art-making and art-viewing activity separated by one week. In Study 2, participants were randomly assigned to an art-making or art-viewing activity. In both studies, we induced a negative mood in participants by having them watch a sad film clip. We measured positive and negative affects before and after the mood induction and after the activity. In Study 2, participants rated levels of enjoyment and flow experienced during the activity. Both making and viewing art reduced negative affect equally. However, making art improved positive affect more than viewing art, and making art was associated with greater enjoyment than viewing art. Actively making art is a potentially more powerful way to improve affect than passively viewing art.

Physical activity, music and the aging brain - A Review

The COVID-19 pandemic is a global health crisis with physical and mental disorders, especially for the elderly. Resilience or the ability to bounce back or recover from stress and negative emotions are important for well-being. Music is a powerful, pleasurable stimulus that can induce positive well-being and promoting cognition. A combination of non-pharmaceutical interventions can produce more benefits. Several studies support the notion that physical activity can help alleviate the negative impact of age on body and mind. Research on normal and pathological aging reveal that music is an interesting and powerful means of promoting cognition, well-being and social connection in older adults. Physical exercise combined with music induces greater positive effects on cognition function, well-being and lead to neuroanatomical changes. Music and exercise cross the disciplines of bio-mechanics, neurology, physiology and sport psychology and bring social and spiritual benefits. Self-selected music elicited the greatest improvements, it offers a motivational boost, resulting in greater enjoyment and longer engagement in activity. This literature review aims to provide an overview on studies that have explored physical activity and the aging brain. And how music combined with physical activity can positively have an impact on emotional well-being of the elderly.&#x0D; Keywords: Music, Exercises, Well-being, Aging Brain

International Online Collaboration to Enhance Outcomes in Community-Based Rehabilitation Through Music

In this 1.5 year action research pilot study, an interprofessional team of co-researchers studied the use of online intercultural collaboration to integrate music therapy-informed activities into community-based rehabilitation (CBR) with rural families in central India. Over four cycles of action and evaluation, Australian music therapy (MT) co-researchers and Indian CBR co-researchers studied the perceived impact of MT-informed activities in CBR for CBR facilitators and participating families, and the online communication strategies and MT information that were useful. The research team identified that the integration of MT-informed activities into CBR led to a perceived increase in family motivation and engagement in CBR, enhanced connection between CBR facilitators and families, and greater enjoyment and fun for all involved. Researchers also identified some foundational MT techniques that were useful and articulated some practical considerations for online intercultural collaboration. Importantly, the research team clarified the scope of information sharing that was useful in the context of online intercultural collaboration, and the need to prioritise local expertise and resources. Learning from this study may inform other online intercultural collaborations in both music therapy and international/community development.

Is Viewing Roller Coaster Video in 3D-virtual Reality More Impressive than 2D Video?

Scientists have hypothesized that three-dimensional virtual reality (3D-VR) entertainment provides greater enjoyment than the media experienced in a two-dimensional (2D) environment. This result can improve the life quality of patients, particularly for long-term hospitalized patients. To evaluate this hypothesis, the instantaneous heart rate (IHR) of eight subjects was monitored by electrocardiography using a Holter ECG as a measure of autonomic nervous system activity level while viewing a two-minute roller coaster video in 2D and 3D-VR (using an Oculus Rift). Each subject watched videos in both 2D and 3D-VR in varying order with at least 10-min intervals. After watching the videos, the subjects completed a questionnaire that included questions about their 2D vs. 3D-VR preferences. Subjective enjoyment was also estimated according to the visual analog scale (VAS). The results showed that the 3D-VR environment, closer to the actual environment, induced more excitement and enjoyment. This was evidenced by the difference in sympathetic nervous system activity (P &lt; 0.01) while viewing 2D and 3D-VT videos. In particular, when the 3D-VR was observed before the 2D video, the subjects enjoyed the 3D-VR experience, as demonstrated by larger IHR accelerations. However, the differences were found to depend on whether the subjects liked or disliked roller coasters. In addition, two subjects experienced motion sickness with visual fatigue due to parallax. Finally, one subject felt both enjoyment and motion sickness simultaneously. Therefore, it was difficult to categorize the cause of sympathetic nervous system activity for this subject. In addition, for some subjects, the questionnaire responses (including VAS estimation) were inconsistent with sympathetic nervous system activity. Therefore, additional bio-signals (e.g., brain activity or salivary amylase activity) need to be analyzed in parallel to further evaluate the physical response of each subject. In future studies, it would be desirable to use the videos of lighter activities, such as hiking or riding a Ferris wheel (at moderate altitudes), that more people prefer.

The Influence of Climate on Flourishing and Motivational Outcomes for U.S. Masters Swimmers.

The climate in which older adults exercise and participate in sport may play a role in promoting a lifetime commitment to exercising. However, little research has examined the relationship of caring (C) and task-involving (TI) climates, motivation, and well-being with respect to older adult athletes. The purpose of this study was to examine the relationship between Masters swimmers' perceptions of the climate, effort, enjoyment, and flourishing as well as explore the mediating effects of effort and enjoyment on the relationship between climate and flourishing. U.S. Masters swimmers (n = 294; Mage = 63.57 years; 84.40% White) with 1-80 years of swimming experience (M = 34.54 years) participating in coach-led programs completed an online survey. The results of latent variable, multiple-mediator analyses via structural equation modeling revealed two important contributions to the literature: (1) when Masters swimmers perceived that they were in C and TI climates, they were more likely to report higher levels of effort and greater enjoyment and flourishing; (2) the Masters swimmers' effort levels directly influenced their flourishing, mediating the relationship between climates and flourishing. This research has important implications for practice and policy, as U.S. Masters Swimming appears to be a fruitful avenue for promoting an enjoyable physical activity that can be experienced throughout a lifetime.

A Case for Mindfulness Practice in the Collegiate Voice Studio, Part 1

This article examines the potential for mindfulness practice within a university curriculum for singers. For the past forty years, research has acknowledged mindfulness as a viable way to reduce anxiety and depression and to overall enhance physical, mental, and emotional health. Musicians who undergo mindfulness training have reported reduced performance anxiety, increased performance quality, enhanced focus,and greater enjoyment, among other published results. Despite these advantages, few institutions regularly offer courses in mindfulness. Singers may particularly benefit from mindfulness, given the unique challenges of their craft: playing an invisible instrument, one often inseparable from one’s identity, while relying on subjective outside ears. Voice teachers have an opportunity to proactively teach mindfulness in their studios. After reviewing mindfulness’ noteworthy research, this article explores the benefits of mindfulness as they pertain to musicians and students, as well as the role of the voice teacher in cultivating mindful practice and performance.

Taking real steps in virtual nature: a randomized blinded trial

Studies show that green exercise (i.e., physical activity in the presence of nature) can provide the synergistic psychophysiological benefits of both physical exercise and nature exposure. The present study aimed to investigate the extent to which virtual green exercise may extend these benefits to people that are unable to engage in active visits to natural environments, as well as to promote enhanced exercise behavior. After watching a video validated to elicit sadness, participants either performed a treadmill walk while exposed to one of two virtual conditions, which were created using different techniques (360° video or 3D model), or walked on a treadmill while facing a blank wall (control). Quantitative and qualitative data were collected in relation to three overarching themes: “Experience,” “Physical engagement” and “Psychophysiological recovery.” Compared to control, greater enjoyment was found in the 3D model, while lower walking speed was found in the 360° video. No significant differences among conditions were found with respect to heart rate, perceived exertion, or changes in blood pressure and affect. The analysis of qualitative data provided further understanding on the participants’ perceptions and experiences. These findings indicate that 3D model-based virtual green exercise can provide some additional benefits compared to indoor exercise, while 360° video-based virtual green exercise may result in lower physical engagement.

Effectiveness of the Type of Feedback on Learning to Pass in Volleyball

Objective: To determine which type of feedback (visual, verbal, or both combined) facilitates to a greater extent the learning of a specific skill (passing in volleyball). Methods: Three groups of students between 14 and 15 years of age belonging to the third year of Compulsory Secondary Education in a Spanish public high school (n = 58) were randomly assigned a type of feedback implemented in the part of the syllabus dedicated to volleyball. The students’ knowledge, motor performance, accuracy, and self-perception about the action were evaluated before and after the intervention and enjoyment afterwards. Results: All the groups obtained improvements in all the variables studied (p &lt; .05); the verbal and visual feedback group was the one that obtained greater improvements, showing also a greater enjoyment than the visual feedback group. Conclusions: It has been found that the use of the combination of verbal and visual feedback is most recommended for learning a specific skill, such as passing in volleyball.

Adult-oriented coaching practices are positively associated with quality sport experience criteria

ABSTRACT The Adult-Oriented Sport Coaching Survey (AOSCS; [Rathwell, S., Young, B. W., Callary, B., Motz, D., Currie, C., & Hoffmann, M. D. (2020). The adult-oriented sport coaching survey: A measurement tool designed to assess coaching behaviours tailored for adult athletes. Journal of Sport & Exercise Psychology, 42(5), 5]) reliably assesses coaching practices tailored to Masters athletes (MAs). It recognises the uniqueness of coaching adults [Callary, B., Young, B. W., & Rathwell, S. (2021a). Coaching Masters athletes: Advancing Research and Practice in adult sport. Taylor & Francis; Callary, B., Young, B. W., & Rathwell, S. (2021b). Adult learning in sport: Implications for psycho-social coaching competencies. In B. Callary, B. Young, & S. Rathwell (Eds.), Coaching Masters Athletes: Advancing Research and Practice in adult sport (pp. 15–30). Routledge] and has good face validity and factorial validity. We tested the construct validity of the AOSCS by determining whether adult-oriented practices were associated with criteria indicative of quality sport experiences. MAs (N = 402, M age = 55.91, SD = 10.41) completed the AOSCS, the Coach-Athlete Relationship Questionnaire [Jowett, S., & Ntoumanis, N. (2004). The coach–athlete relationship questionnaire (CART-Q): Development and initial validation. Scandinavian Journal of Medicine & Science in Sports, 14(4), 245–257], and items measuring practice-liking, sport commitment, investment, and enjoyment. We analyzed relationships using structural equation modelling, separately for overall use of AOSCS practices, and for five specific practices within the AOSCS. Overall, when MAs experienced more adult-oriented practices, they reported greater commitment (β = .79), complementarity (β = .64), and closeness (β = .63) with their coach, greater investment (β = .60) and practice-liking (β = .52) because of their coach, and greater enjoyment (β = .22) and sport commitment (β = .22). Regarding specific practices, “creating personalised programming”, “respecting preferences for effort, accountability and feedback”, and “considering individuality” were positively associated with aspects of the coach-athlete relationship. “Respecting preferences” was also related to practice-liking, and “framing learning” was related to sport investment. The findings support the specific and collective use of adult-oriented practices to strengthen coach-athlete relationships for MAs and create enhanced Masters sport experiences. The results demonstrate the criterion validity of the AOSCS, further positioning it as a coach development tool in competitive adult sport.

Graphic Medicine in Graduate Medical Education.

Medical residency is a transformational journey when residents and fellows develop long-term habits, attain professional competencies, grow their professional identities, and build relationships from shared experiences. It is also often a taxing time as residents may feel isolated and overwhelmed from cognitive overload and a stressful work environment. The challenge is how to incorporate opportunities for self-expression, creativity, and potential community building into residency education.Graphic medicine, a field at the intersection of comics and health care, can help faculty and trainees explore the triumphs and struggles of the residency experience. As an art form that combines words and images to sequentially tell a story, comics allow the reader—and author—to reconceptualize their experiences and thus may support a more affirming residency climate. This emphasis on storytelling distinguishes comics from other visual art. Comics can deliver information effectively and efficiently as well as address topics in a variety of genres (eg, fiction, nonfiction, memoir, reportage).In the context of medical education, comics serve as powerful communication tools for both receiving and delivering information. While there is growing literature on the use of comics in undergraduate medical education (UME), the use of comics in graduate medical education (GME) is not as well explored. Their use generally involves 2 types of activities: (1) reading and discussing medically relevant comics (receiving), and (2) drawing comics as a form of self-expression and to share experiences (delivering). For example, when comics were used to teach aspects of patient safety, residents in one study reported increased awareness of patient safety risks and greater enjoyment than with standard educational activities.1 In other work, comics were used to educate residents about neurological diseases, with outcomes of increased appreciation of the illness experience, deeper empathy, and willingness to explore new approaches to patient communication.2Comics also support self-expression, personal reflection, and communication. Even those without prior drawing experience can author comics to effectively share their experiences, emotions, and ideas in ways beyond that of written text.3 Comics creation has been used to gather feedback and to debrief with medical students.4 In general, using comics has been associated with self-reported improvements in empathy, communication, awareness of bias, and nonverbal cues.5