Exploring the relationship between entertainment and education in anatomy public engagement: A qualitative examination of anatomists' perspectives.

Abstract

Entertainment is deeply rooted in education, from wise-cracking teachers to health documentaries. In the context of anatomy, this already complex relationship is entwined with deeply significant ethical considerations, often related to the field's reliance on human tissue, yet it remains unexplored. This study aimed to understand anatomists' perceptions of the role of entertainment in anatomy public engagement. Semi-structured interviews were conducted with seven anatomists with strong public engagement profiles, and thematic analysis was conducted on the transcripts. There was variability between participants as to what "entertainment" means and its link to education, though a range of ways educators can be entertaining, including narratives, personal relevance, and games, were identified. There were also two perceived impacts of entertainment on audiences identified: impact on education (to aid or impede learning) and impact on engagement including initial engagement, engagement throughout, and ongoing engagement. This study found that anatomists are keenly aware of the historical and anatomical context of their public engagement, with some hesitancy to even use the term "entertainment" due to misconceptions that it is inherently hedonistic and thus disrespectful. This study highlights the complex and context-dependent nature of the relationship between entertainment and education in anatomy public engagement, emphasizing the need for anatomists to carefully consider the types and impacts of entertainment they employ to effectively engage and educate public audiences while respecting the discipline's unique ethical considerations. More research is needed to clarify this relationship between education and entertainment from the audience's perspective.