title: Musical mnemonics in health science: a first look.
abstract: Song, with its memory enhancement potential and ability to engage, has been employed as a learning tool in some academic settings. Of the countless learning environments, health science may seem the most atypical setting for the musical mnemonic, and yet it may be the most suitable for its application. With medicine's robust history of student-made mnemonics, it only seems natural that learners and instructors alike have begun to experiment with song meant to educate and entertain, primarily imparting them through popular media-sharing sites. This initial assessment of song in health science is meant to highlight notions of efficacy, audience, and use through an informal survey of 10 user-made YouTube musical mnemonics. Two of these mnemonics were co-created by the author, while the remaining eight were identified via select search terms and significant viewer numbers. Resulting YouTube data infers that instructors play a major role in the use of musical mnemonics in health science education. User comments indicate that some students have found value in mnemonic songs, helping them recall information during assessments. More robust research methods, like Q-method, meta-analysis, and opinion mining, can further confirm the value and role of musical mnemonics as they pertain to medicine and healthcare.
authors.affiliation: Department of Applied Health Sciences, The University of Illinois at Chicago, Chicago, IL, USA. cirima01@gmail.com
authors.forename: Matthew M
authors.initials: MM
authors.lastname: Cirigliano
mesh_terms: D006801:Humans; D007858:Learning; D011939:Mental Recall; D009146:Music; D013336:Students, Health Occupations / Q000523:psychology*; D013663:Teaching; D014481:United States