Uncovering Hidden Curricula: Use of Dark Humor in Anatomy Labs and its Implications for Basic Sciences Education

Abstract

Humor is subjective within most settings, but within the anatomy laboratory, it is likely to be significantly more contentious. While humor may be considered a component of the hidden curriculum of medical education, it has yet to be studied specifically from a basic sciences perspective. This study sought to understand if, when, how, and why humor may be used in anatomy labs and the implications this may have in basic sciences education. A survey consisting of demographic and qualitative items was designed to sample widely from academics, students, and health professionals with anatomy laboratory experience. A total of 185 respondents, representing 9 countries participated following purposive sampling and snowball recruitment. Findings of significance were 72% of respondents who had experienced dark humor within the anatomy lab. Themes identified from free-text pertained to the use of internal and external barometers to ascertain the appropriateness of humorous remarks and the use of humor as a mechanism for diffusing stress. Polarity in responses concerning the acceptability of dark humor and rude mnemonics was also observed. This study highlighted that while dark humor may be a perceived tension release, many individuals make use of very specific internalized gauges to determine when and what humor may be appropriate. The data emphasized the need for not only future humanistic-focused anatomy but also basic sciences, education research, to better understand and have ideal educational experiences for all. Finally, this study provided further evidence of the impact of the hidden curriculum associated with the use of humor within educational and professional settings.

​​The Butt of the Joke​: Humour and Queer Care at an Anal Dysplasia Clinic

“…As with patient-provider interactions, the palliative effects of humour at ADC align with findings about humour in other care settings (Rosenberg 1989;Wear et al 2006;Livingston 2012;Issler 2016;Linge-Dahl 2018;Pinna et al 2018;Inêz, José, and Capelas 2018;Dueñas, Kirkness, and Finn 2020). Humour can thus be an important care practice that distracts patients from painful stimuli, consequently lowering the amount of pain they experience during procedures.…”

“…A further small body of scholarship examines the palliative effects of humour, describing how it increases comfort and decreases pain and can have positive benefits for patients' relatives and medical professionals (Livingston 2012;Linge-Dahl 2018;Pinna et al 2018). Further, humour can function as a coping mechanism among both patients and providers, especially in emotionally fraught circumstances (Inêz, José, and Capelas 2018;Issler 2016;Rosenberg 1989;Dueñas, Kirkness, and Finn 2020;Wear et al 2006).…”

Colonization, cadavers, and color: Considering decolonization of anatomy curricula

“…Is the dark humor that helps so many practitioners cope with the nature of the work something that can be shared or, is it at the expense of certain groups and, so, exclusionary? Dueñas et al describe the subjective nature of humor within anatomy, highlighting its use within the anatomy laboratory as subjective and contentious, thus humor becomes a component of the hidden curriculum (Dueñas et al, 2020 ). They study reported the use of an “internal barometer” as a self‐gauge for judgments as to whether jokes or mnemonics where appropriate.…”

The Anatomy Course During COVID-19: The Impact of Cadaver-Based Learning on the Initiation of Reflection on Death

“…In addition to the initiation of introspection on ethics, empathy, and humanistic values observed in medical students [ 15 – 19 ], some have reported that dissection-based anatomy teaching can promote respect and compassion [ 20 ]. Furthermore, dissection-based laboratory environments help students to develop coping mechanisms for encounters with and around the topic of death [ 21 ]. These are all crucial elements of the hidden anatomy curriculum that prepare students for a future of patient interactions in clinical practice.…”

“…However, while knowledge-based assessments can be easily administered via remote examination [ 28 ], evaluation of non-traditional discipline-independent skills that are commonly conveyed via cadaveric dissection (e.g., empathy, compassion, reflection on the topic of death) are difficult to assess and often overlooked. Furthermore, because human anatomy education is traditionally an in-person discipline, published research on how different anatomy teaching formats initiate students’ reflections on ethics and other topics, including reflection on death, are mostly based on traditional approaches that include exposure to a full-body human cadaver or cadaveric specimens [ 6 , 13 , 15 , 16 , 21 , 29 – 31 ]. There is a paucity of research on whether non-traditional or modified anatomy curricula can elicit similar outcomes as traditional cadaver-based settings, especially during the persistent COVID-19 pandemic [ 32 , 33 ].…”