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EV0533

Engaging adult learners: an opportunity to learn about barriers in the US healthcare system through laughter with South Park

LAUGHING AND LEARNING ABOUT US HEALTHCARE BARRIERS WITH SOUTH PARK

Satirical animated media is presented as a proposed adult education tool for discussing barriers to access and equity in the US healthcare system.

The poster aims to evaluate satire and animated media as tools in clinical and educational settings and to critically examine access, equity, and the prescriber–patient–insurer triangle in the US healthcare system. The proposed method is a two-hour media theater format for adult learners, such as residents and specialists; it includes viewing selected clips or a licensed copy (adult content, ages 18 and over only), structured small-group discussion, thematic prompts, case-based assessment, and sharing experiences within the institution. The material is the 2024 special South Park: The End of Obesity, which addresses GLP-1 medications, access to them, and barriers to healthcare. Learning points include the satirical portrayal of medication compounding and supply channels; insurance type, employment sector, and gender as significant predictors of access; the access gap between concierge care and community clinics; differences in parental attitudes; and the increased risk of eating disorders associated with weight stigma among young people. According to the AMA data cited regarding the prior authorization process, prior authorization delays care in 94% of cases, leads to serious adverse events in 33%, and consumes resources equivalent to more than 100,000 full-time equivalent nurses annually. Under healthcare advertising, the poster notes that the pharmaceutical industry spent $8.1 billion on advertising in 2022 and that the rise of GLP-1 medications may have strengthened a new direct-to-consumer advertising model combining telemedicine referrals with direct distribution. The discussion argues that satire allows learners and educators to laugh and reflect together without the defensiveness elicited by didactic lectures, and that this activity could create a safe space for discussing prescribing, access, and equity by holding a mirror up to systemic dysfunction. The poster presents a proposed educational activity design rather than an implementation evaluation and includes no participant data or outcome measures.

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