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Tidy H, Bolton-King RS, Croxton R, Mullen C, Nichols-Drew L, Carlysle-Davies F, Moran KS, Irving-Walton J. Enhancing the student learning experience through memes. Sci Justice 2024; 64:280-288. [PMID: 38735664 DOI: 10.1016/j.scijus.2024.03.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/13/2023] [Revised: 03/20/2024] [Accepted: 03/23/2024] [Indexed: 05/14/2024]
Abstract
Meme-making is an effective method for engaging students and enhancing the learning environment. Memes are a social media cultural phenomenon that the majority of those in Higher Education are exposed to on an almost daily occurrence. This research examined the use of meme-making within the forensic sciences to allow students to reflect on their knowledge. Students studying modules in forensic science across six universities in the UK and USA participated in the study. At the end of a teaching session, students produced a meme (using Meme Generator) to reflect on what they had learned; memes were then shared with the class anonymously via Padlet. This allowed all class members to see and engage with the memes created. At the end of the activity students were anonymously surveyed on their experience using Microsoft Forms and analysis of the results were undertaken using SPSS software. Meme-making was found to be an inclusive learning activity with no limitations, including age (part-time, distance learning and visually impaired students were not part of the study parameters). Results showed that not only did students find the practice fun, but it also helped with the retention of the class content suggesting that the meme-making process is an effective way to enhance the learning environment while engaging students. Student feedback suggests that to maximise participation the educator should stress reflection and learning as the key purpose of generating a meme, rather than being witty or entertaining. The forensic science educator should be mindful of selecting appropriate subject matter for this often-humorous activity.
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Affiliation(s)
- Helen Tidy
- Department of Science, School of Health and Life Sciences, Teesside University, TS1 3BX, United Kingdom.
| | - Rachel S Bolton-King
- Department of Chemistry and Forensics, Nottingham Trent University, Nottingham NG11 8NS, United Kingdom; Department of Society, Crime & Environment, Staffordshire University, Stoke-on-Trent ST4 2DF, United Kingdom
| | - Ruth Croxton
- Department of Applied Sciences, Northumbria University, Newcastle Upon Tyne NE1 8ST, United Kingdom; School of Psychology, University of Sunderland, Chester Road, Sunderland SR1 3SD, United Kingdom
| | - Carrie Mullen
- School of Computing, Engineering and Physical Sciences, University of the West of Scotland, Paisley PA1 2BE, United Kingdom
| | - Leisa Nichols-Drew
- Faculty of Health and Life Sciences, De Montfort University, The Gateway, Leicester LE1 9BH, United Kingdom
| | - Felicity Carlysle-Davies
- Centre for Forensic Science, Department of Pure and Applied Chemistry, University of Strathclyde, G1 1XQ, United Kingdom
| | - Kimberlee S Moran
- Department of Chemistry, Rutgers University - Camden, 315 Penn St, Camden, NJ 08081, USA
| | - Joanne Irving-Walton
- Department of Education, Teaching Training and Social Work, School of Social Sciences, Humanities and Law, Teesside University, TS1 3BX, United Kingdom
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Hussain I, Dsouza C, Yip SWL, Flynn M, Rashid MA. #Anatomynotes: A temporal content analysis of anatomy education posts on Instagram. ANATOMICAL SCIENCES EDUCATION 2024; 17:227-238. [PMID: 37943092 DOI: 10.1002/ase.2356] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 10/19/2023] [Accepted: 10/26/2023] [Indexed: 11/10/2023]
Abstract
Social media platforms such as Instagram are becoming increasingly popular sources for students to access anatomy educational resources. This review used content analysis to examine posts under the hashtag #anatomynotes and is the first to map the characteristics of anatomy education posts on Instagram and determine any temporal changes. Sample posts were gathered from April 2019 and April 2021 and categorized according to the technical format, purpose and author credentials. Engagement was recorded in the form of likes and comments. Overall, posts depicting illustrations remained the most popular format within both time periods. Three-dimensional models saw an increase in popularity with a 62.5% rise. Students remained the most common author type throughout and increased further in 2021 by 25%. Clinician authors and posts focusing on clinical education also increased in 2021 by 17.9% and 227%, respectively. Humor-based posts saw the greatest increase among the post purposes, with 1000% more recorded in 2021. Engagement overall saw a decline with notably significant reductions in average likes per post among all text-based posts (-72%, p < 0.0001), all illustrative posts (-51%, p = 0.0013), and a decline in the presence of comments among all text-based posts (-65.1%, p = 0.0158). These findings highlight that Instagram is a popular platform for facilitating near-peer teaching while increasingly providing a space where students and clinicians can interact. Additionally, it highlights the benefits of the platform for visually focused learners. However, future research should seek to determine whether Instagram can facilitate deeper learning and have an impact on academic and clinical performance.
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Affiliation(s)
| | - Ciana Dsouza
- Medical School, King's College London, GKT School of Medical Education, London, UK
| | | | - Matthew Flynn
- Medical School, University College London, London, UK
| | - Mohammed Ahmed Rashid
- Centre for International Medical Education Collaborations, University College London Medical School, London, UK
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