148 - Anatomists’ Perspectives on the Balance Between Entertainment and Education in Anatomy Public Engagement

Poster Board Number: 148
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Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Entertainment is deeply rooted in education; from wise-cracking teachers to health documentaries on the National Geographic channel. In the context of anatomy, this already complex relationship is entwined with deeply significant ethical considerations, as exemplified by the heated debate surrounding Body Worlds. To date, there has been little effort to explore and understand this relationship between entertainment and education. This research aimed to understand anatomists’ perceptions of the role of entertainment in anatomy public engagement.
In order to fill this gap, a series of qualitative interviews were conducted with anatomists who perform public engagement activities (e.g. public talks, science festivals, and television shows). Thematic analysis was then carried out on the content of these interviews. Ethical approval was sought and granted by the Hull York Medical School Ethics Committee. Interviews were conducted with both written and verbal consent from all participants.
This research found a lack of clarity among educators as to what exactly “entertainment” means, and how precisely it is tied to education. It also found a wide range of different ways educators can be entertaining, such as building the content of the session into narratives, using humour, and integrating games. It identified two perceived types of impact of these entertainment styles on audiences: the impact on education, and the impact on engagement. Entertainment can aid or impede learning. It can also contribute to initial engagement (the desire to turn up), engagement throughout (paying attention during a session), and ongoing engagement (sparking an ongoing interest in a topic). Educators noted how different entertainment types have different impacts on the audience. Finally, this research found that anatomy educators are keenly aware of the anatomical context of their public engagement, and modulate their use of entertainment accordingly.
Overall, anatomists perceive entertainment as something that can be used to optimise audiences’ learning from public engagement but must be modulated in accordance with numerous environmental factors. More research is needed to clarify this relationship between education and entertainment by considering the audience’s perspective.