Introduction:

Freirean pedagogy points to education as a social practice in line with a reality in transformation and directed to the demands of its public. In medical education, this concept is applied when the pedagogical act is a model of care for students. Accordingly, strategies that promote a free expression of feelings, in a playful and creative way are practices that promote care and contribute to a humanistic and reflective training, as recommended in the National Curriculum Guidelines (DCNs) for undergraduate medical training. The objective of this experience report is to share a successful experience of the use of memes in a feedback activity of the Public Health curricular component of a Medicine course at a Brazilian federal university.

Experience report:

In the last meeting of the semester, the students were grouped into small teams and instructed to create memes that reflect their main perceptions about the module, that is, to highlight the most remarkable moments and the lessons learned during the semester. Subsequently, the whole class assembled by video call and a representative of each team gave the appreciative feedback of the semester using the created meme, in addition to sharing the “a-ha moment” chosen by the group, that is, the most striking and transformative moment of the module.

Discussion:

One can note that the use of memes and other recreational resources in medical education is important and recommended, because, in addition to making the learning process more active and effective, which is in accordance with the principles of the NCGs, it is also a form of care in health with students.

Conclusion:

It is concluded that the use of memes in the feedback session proved to be beneficial, creative and salutogenic, as well as a strategy that values the care and expression of students’ feelings and should be encouraged.

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