The attitude towards humour compared between physicians and students
| Variables | Physicians (n=165) | Students (n=327) |
| % Yes | % Yes | |
| Do you agree with using humour in medical teaching? (Single-choice) | ||
| A. Strongly agree | 52 | 45 |
| B. Agree | 35 | 42 |
| C. Neutral | 13 | 11 |
| D. Disagree | 0 | 2 |
| E. Strongly disagree | 0 | 0 |
| What are the benefits of using humour in medical teaching? (Multiple-choice) | ||
| A. Create a relaxed classroom atmosphere | 82 | 94 |
| B. Make learning experience more positive and enjoyable | 80 | 90 |
| C. Help student–instructor interaction by improving rapport | 77 | 82 |
| D. Focus student’s attention on the theme | 74 | 67 |
| E. Remember more information over time | 55 | 64 |
| How many times of humour do you think are appropriate during a 45-min course? (Single-choice) | ||
| A. 1 | 5 | 4 |
| B. 2 | 38 | 19 |
| C. 3 | 31 | 36 |
| D. 4 | 12 | 21 |
| E. 5 | 9 | 14 |
| F. >5 | 5 | 6 |
| Which form of humour have physicians used in teaching? (Multiple-choice) | ||
| A. Interesting clinical cases | 70 | 89 |
| B. Spontaneous, ad libbed humour | 67 | 67 |
| C. Cartoons or videos | 21 | 27 |
| D. Skits | 17 | 39 |
| E. Questions or multiple-choice items | 13 | 18 |
| F. Planned, non-spontaneous humour | 12 | 20 |
| G. Network catchwords | 11 | 13 |
| H. Opening jokes | 7 | 29 |
| I. Quotations or analogies | 2 | 17 |