Anatomists Assemble! Integrating superheroes into the anatomy and physiology classroom

Abstract

Anatomy and physiology courses are sometimes seen as difficult, which can lead to a lack of motivation in students to learn and engage in the course material. Students may also see the material as “dry,” have issues forming personal connections, or struggle to connect the content to the real world. These issues may lead to students not performing well in the course or feeling that the health field is not ideal for them. Popular culture, especially mainstream superheroes, can serve as an option for mending these gaps by being a gateway to connecting to many students’ lives. Superheroes can be integrated into the classroom through relevant, creative, and unique examples that include clinical correlates, modern scientific innovations, and some real-life “supers” living among us. Real anatomy and physiology can still be taught and explained through discussing these “incredible” examples and also present an opportunity for students to be creative in generating their own anatomical and physiological explanations for various superpowers. Superheroes also help open the classroom up to being a place of acceptance, primarily through their secret identities, which cover a broad range of idols that students can look up to, whether it is their career or based on a character’s race or sexual orientation. Professors can become the superhero in their classroom and help students become more engaged and interested in the material.

Effects of using superheroes in an undergraduate human anatomy curriculum

“…This integration is relevant as superheroes have become more mainstream in pop culture over the last two decades, especially in major films, television shows, and video games. Research has established models to utilize superheroes and other pop culture icons to help teach students, as well as some of the benefits that are believed to come from using them in courses (Pryor, 2008; Zehr, 2011, 2014; Fitzgerald, 2018; Grachan & Quinn, 2021). While these models have provided educators with examples and ideas for discussion, very few have published data supporting the claim that this method of teaching works and is enjoyed by students.…”