Humor as a Teaching Tool: Evaluating the Impact of Memes on Student Engagement in Pharmacology Instruction

Abstract ID 91197 Poster Board 218 Medical education has witnessed significant advancements in innovative teaching methods to enhance student engagement and learning outcomes. In recent years, innovative incorporation of technology, particularly social media, has provided opportunities for novel approaches to education. Using memes, images, photographs, or videos paired with text to convey cultural or humorous messages, has emerged as a novel strategy to engage learners and simplify complex concepts (Wang et al., 2023). A study by Underwood and Kararo (2020) demonstrated the effectiveness of using memes as a review activity in chemistry education, fostering connections between multiple ideas. Pharmacology education is characterized by its intricate and often dense content, which presents a unique challenge in engaging students effectively. With younger generations of learners increasingly accustomed to digital platforms and the need for innovative teaching methods, the exploration of meme integration in medical education becomes a relevant and timely inquiry. This IRB-approved study aims to provide insights into whether memes can facilitate engagement among medical students by focusing on the unique context of pharmacology education. Our preliminary data show that 27 second-year medical students in the class of 2026 responded to the online survey (74% were female). Fifty-two percent (52%) of respondents majored in biology, 63% identified as visual learners, 41% selected visual elements as their primary motivation to engage with educational content, and lectures were chosen by 63% as the primary source to study. On a scale of 1 to 5, where 1 = Strongly Disagree and 5 = Strongly Agree the participant respondents rated the use of memes as follows: enhancing interest and engagement (4.85), making course material more appealing and relatable (4.81), simplifying complex pharmacological concepts (4.44), encouraging interaction with pharmacology content (4.56), promoting discussion with peers (4.59), and providing overall value to pharmacology instruction (4.81). Additionally, respondents found that memes used in pharmacology lectures were clear, relevant, and informative (4.70) and that the incorporation of memes in appropriate amounts was well-received (4.67). Conclusion: Integrating memes in pharmacology education has proved to be an effective strategy for boosting engagement among second-year medical students. These outcomes suggest that memes are a valuable and well-received addition to pharmacology instruction, providing an innovative and enjoyable approach to learning. Further research and longitudinal studies can offer a more comprehensive understanding of the sustained impact of meme integration on long-term learning outcomes and student academic performance.