Comparative use of Tuskegee Syphilis Study Film vs. Text Triggers to Teach Bioethics: The Spheres of Ethics Teaching Using Film (SOETUF) College Study

Abstract

The overall goal of this study was to determine whether one could demonstrate a measurable difference between the use of film vs. text exposure triggers-using documentary materials about the infamous Tuskegee Syphilis Study-in the teaching bioethics to college students using the 36-item 'Spheres of Ethics Teaching Using Film' Post-Trigger (SOETUF P-T) Questionnaire, as developed for this study. The results revealed statistically significant differences between the film vs. text groups for the overall Principles of Bioethics Domainof-Interest (7.3±4.4 vs. 5.1±4.4, p <0.05) with the film group scoring higher and for the 23-item 'Emotional Reaction Domain-of-Interest' (ER-DOI) with two of the five emotional components identified by a Principle Component Analysis (PCA), the components of being Content and Aroused, but not for the other three identified components of Unhappy, Afraid or Excited. Moreover, the SOETUF P-T Questionnaire items appeared to have reasonable face validity as revealed by the answer patterns to its range of items. In this study, the SOETUF P-T Questionnaire demonstrated that it could detect meaningful differences in student reaction to a film trigger versus a text trigger about the Tuskegee Syphilis Study in the teaching of bioethics to college students.

Description of Student Expectations on the Use of Film Vs. Text to Teach Bioethics: The Spheres of Ethics Teaching Using Film (SOETUF) College Study

“…As this component of the SOETUF Study was limited to providing only descriptive outcomes on what students anticipated, the very nature of this part of the SOETUF Study precludes any in-depth discussion of any finding. Other than saying that students gave strong evidence that they did, indeed, anticipate that they would have different reactions to film vs. text trigger both for anticipated types of situations (i.e., the ATOS DOI) and for anticipated emotions (i.e., the AE DOI) [19,20].…”

“…Despite this lack of quantified research to support this advocacy for film use in the teaching of bioethics, film has been advocated by various educators for over a quarter of century [16][17][18]. The fact that the term "cinemeducation" was invented to describe this concept 13 years ago, no cinemeducation study had quantitatively measured the impact on students of being exposed to film versus text triggers regarding their learning of bioethical principles-nor on students' emotional reactions until a very recent publication reported on the first quantified measure of the comparative impact on students of use of a film vs. text trigger in their SOETUF Post-Trigger Study [19].…”

‘Scientists Like Me’: Using Culturally Relevant Information Literacy Instruction to Foster Student STEM Identity

“…We suggest that educators instead use imagery that highlights the work of community members to organize and collect samples. Research suggests that for BIPOC populations, exposure to graphic imagery combined with lived experiences of discrimination can induce psychological harm reminiscent of post-traumatic stress syndrome (Katz et al, 2018). Instead, we directly tied the ways in which oppressive structures strategically disadvantage certain populations (Gilmore, 2011) with activist movements organizing within those communities using scientific research to seek justice.…”

Biyoetik dersinde kullanılan filmlerin etik farkındalık geliştirme üzerine etkisi: Dallas Buyers Club filminin analizi üzerinden bir değerlendirme

“…[6][7][8] Alanyazında ayrıca sağlık profesyonellerinin etik eğitiminde filmlerin kullanılması, öğrenci merkezli öğrenmeyi kolaylaştırdığı, grup öğrenimine katkı sağladığı, klasik eğitimden farklı olarak filmlerde sunulan öykülerin kritik düşünme ve problem çözme potansiyeli üzerinde daha etkili olduğu belirtilmektedir. 9,10 Alanyazında etik eğitiminde kullanılan film izletme yönteminin farkındalık geliştirme üzerine etkisi ile ilgili çalışmalar sınırlı olduğu gibi [10][11][12][13] ülkemizde film izlemenin etik eğitiminde kullanımına ilişkin araştırmalara da rastlanmamıştır.…”