Project-based learning with memes as an innovative competency-boosting tool: a phenomenological interpretive study

ABSTRACT

Basic medical sciences education is characterized by the provision of large amounts of theoretical information that leaves little opportunity for promoting student creativity or motivation. In response, the authors investigated meme-related project-based learning (PBL). Memes are humorous media that are widely exchanged online. 1477 students were requested to create memes on the scientific material they were studying in a pathology course. The project was implemented in two learning contexts (face-to-face and distance learning during the COVID-19 pandemic) over two batches of first-year medical students. The students created memes in greater numbers than requested by a mean of 5.8 per group. Students’ satisfaction and narrative perceptions were analyzed, with 66.9% reponse rate: 91.4% of students were satisfied with the PBL; 93.3% rated the learning benefit gained from creating memes as excellent and/or good, and 85.9% rated the learning benefit from their colleagues’ memes at the same level. Five themes were extracted: positive students’ attitude toward the meme PBL, better development of students’ skills, the feasibility of creating and sharing the project results, additional advantages and Challenges reported by students enrolled in meme PBL. The authors concluded that adopting meme PBL promotes students’ creativity and boosts their motivation to learn.

KEYWORDS:

• Basic medical sciences
• creativity
• instructional design
• memes
• pathology
• project-based learning

Acknowledgements

The authors would like to thank Prof. Azza H. Zidan, professor of pathology, Faculty of Medicine, Port Said University, Egypt, for her assistance in facilitating the current work. The authors also acknowledge the participation of Dr. Zeinab Kasemy, an associate professor of Community Medicine and Public Health, Faculty of Medicine, Menoufia University, in conducting the quantitative data analysis. The abstract of this research was orally presented at the Asia Pacific Medical Education Conference (APMEC) 2022, January 14–16, as a free communication.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Authors’ contributions

Fatma Alzahraa Elkhamisy, is responsible for the learning idea used, planning and implementation of the learning method. She contributed to research design, data collection and analysis. She contributed to writing the 1st draft for the manuscript, read and approved the revised submitted one and, is accountable for all aspects of the work.

Asmaa Fady, contributed to the study design, data collection and analysis. She wrote part of the 1st draft of the manuscript. She revised, and edited the manuscript draft, approved the final submitted version for publication, and is accountable for all aspects of the work.

Data availability

The datasets generated and analyzed during the current study are available from the corresponding author upon request.

Additional information

Notes on contributors

Fatma Alzahraa Abdelsalam Elkhamisy

Fatma A. Elkhamisy, MD, Ph.D., MHPE, AMEEAF is an assistant professor of Pathology and a medical education specialist at the Faculty of Medicine, King Salman International University, and at Helwan University, Egypt. She occupied many educational positions including an Exam Committee member, Internal Exam Moderation Committee member, Assistant head of the International Students’ office at the faculty and an academic coordinator. She obtained her master’s degree in Health Professions Education from a joint program from the School of Health Professions Education, Maastricht University, the Netherlands. She is an associate fellow of the Association for Medical Education in Europe (AMEE), and a member of the Association for the Study of Medical Education (ASME). She has 11 years of experience in medical teaching. Since promoting to assistant professor, she implemented many innovative instructional and formative assessment methods. She has internationally published articles in medical education and participated in international medical education conferences like the AMEE, APMEC, IME conferences. She was awarded a short communication Merit Award at the APMEC 2022 Conference. She has also been nominated as one of the most inspiring pathology educators in The Power List 2022, produced by The Pathologist magazine. She is also a reviewer for medical education manuscripts and abstracts in international journals & conferences.

Asmaa Fady Sharif

Asmaa F. Sharif is an assistant professor of Forensic Medicine and Clinical Toxicology, Faculty of Medicine, Tanta University. Fifteen years’ experience in teaching the Forensic Medicine curriculum for medical student (undergraduate and postgraduate) inside Egypt and in Saudi Arabia. She earned Joint Master of Health Profession Education (JMHPE), Maastricht University, Netherland and Suez-Canal University, Egypt. She has great experience in curricular design and development, faculty development, instructional design, program accreditation and student assessments. She supervised many research projects in different countries. She acts as a consultant of clinical toxicology for the last five years and participated at field training of interns and postgraduates. She had published many articles (in medical education, forensic Medicine and Clinical Toxicology) in indexed journals and acted as a peer reviewer for many of them.