Educating through Movies: How Hollywood Fosters Reflection

Blasco, Pablo González; Blasco, Mariluz González; Levites, Marcelo Rozenfeld; Moreto, Graziela; Tysinger, James W.

doi:10.4236/ce.2011.23024

Cited by 31 publications

(22 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The value of instructor commentary during the viewing of clips is a conclusion based on our own experience (Blasco, González-Blasco, Levites, Moreto & Tysinger, 2011). Although the sudden changing of scenes in the clips effectively evoke participants´ individual concerns, and fosters reflection in them, making comments while the clip is playing acts as a valuable amplifier to the whole process.…”

Section: Using Movies To Foster Reflection: Summarizing a Twelve Yearmentioning

confidence: 99%

Teaching Empathy through Movies: Reaching Learners’ Affective Domain in Medical Education

Blasco¹,

Moreto²

2012

JEL

Self Cite

View full text Add to dashboard Cite

We live in an era where outcomes, guidelines, and clinical trials are at the forefront of medical training. However, to care implies having an understanding of the human being and build reflective practitioners impregnated of a humanistic perspective of doctoring. Although technical knowledge and skills can be acquired through training with little reflective process, it is impossible to refine attitudes, acquire virtues, and incorporate values without reflection. Empathy, which is required for a deep understanding of the human condition, could bridge the gap between patient-centered medicine and evidence-based medicine therefore representing a profound therapeutic potential. The challenge is how to teach empathy, an important issue in medical education, hard to teach and to measure. The authors' broad experience in medical education using movies points out an innovative methodology to promote empathy because it reaches the learners' affective domain. A description of the cinematic teaching methodology is provided and an extensive list of movie scenes are included so faculty and educators can try it in their own teaching scenario.Keywords: cinema and education, empathy, medical education, affective education, learning through emotions Educating Emotions: Bridging Technology with HumanismWe live in an era where outcomes, guidelines, and clinical trials are at the forefront of medical training. However, to care implies having an understanding of the human being and the human condition and for this endeavor, humanities and arts help in building a humanistic perspective of doctoring. Through these means, doctors are able to understand patients in their whole context. The humanities and arts provide a source of insight and understanding for proper doctoring and, as such, they should be as much a part of medical education as training in differential diagnosis or medical decision-making. Teaching how to effectively take care of people requires creating educational methods that address the human aspects of medicine. Because people's emotions play a specific role in learning attitudes and behavior, educators cannot afford to ignore students' affective domain. Although technical knowledge and skills can be acquired through training with little reflective process, it is impossible to refine attitudes, acquire virtues, and incorporate values without reflection. The challenge here is to understand how to effectively provoke students' reflective process.Learning through aesthetics -in which cinema is included-stimulates a reflective attitude in the learner. The first step in humanizing medical education is to keep in mind that students are reflective beings who need an environment that supports and encourages this activity. Because emotions and images are ubiquitous in popular culture, they should be the front door in students' learning process about feelings. In fact, when systematically incorporated into the educational process, and allowed to flow freely in the educational setting, emotions make learning both more m...

show abstract

Section: Using Movies To Foster Reflection: Summarizing a Twelve Yearmentioning

confidence: 99%

Teaching Empathy through Movies: Reaching Learners’ Affective Domain in Medical Education

Blasco¹,

Moreto²

2012

JEL

Self Cite

View full text Add to dashboard Cite

show abstract

“…Films are used in healthcare education for their capacity to evoke different emotions and feelings concerning diseases in a zone of safety, they act as a mediator with reality avoiding students' direct involvement, their difficulties and anxieties (Shapiro and Rucker, 2004). The use of films can stimulate students' ability to reflect on their own mental activity and professional actions, putting them in contact with complex situations in protected contexts (Bergonzo et al, 2010;Blasco et al, 2011).…”

Section: Cinema As a Teaching Toolmentioning

confidence: 98%

Teaching midwife students how to break bad news using the cinema: An Italian qualitative study

Burlon

Marinis

2015

Nurse Education in Practice

View full text Add to dashboard Cite

“…However, there is some literature to support these modalities in the teaching of students. [7][8][9][10][11][12][13] Interactive theatre is a simulated environment where individuals act out situations commonly encountered between students and preceptors. Audience members have the opportunity to engage with the actors immediately following the scene and have an open dialogue about what went well and what could be improved.…”

Section: Introductionmentioning

confidence: 99%

“…Rather, having a teacher who asks audience members to reflect on situations seen in the movies can help to transition an individual's emotions to concrete plans that can be implemented into their lives. 10,11,13 Interestingly, emotions have a significant impact on the way participants respond to and learn information. For events that trigger negative emotions, individuals tend to remember them better, but have difficulty applying them to more broad situations.…”

Section: Introductionmentioning

confidence: 99%

Use of an Innovative Interprofessional Mini-Series Movie to Train Preceptors

Cox

Samuel²,

Cheon

2017

Innov Pharm

View full text Add to dashboard Cite

Keywords: preceptorship, instructional films and videos, experiential learning BACKGROUNDThere is increased emphasis on interprofessional practice in today's healthcare system. As a result, interprofessional practice in experiential education is becoming a cornerstone of health professions curricula. To guide development in this area, the Interprofessional Education Collaborative (IPEC) published "core" competency domains, including 1) roles and responsibilities, 2) interprofessional communication, 3) values/ethics, and 4) teams and teamwork.

show abstract

Educating through Movies: How Hollywood Fosters Reflection

Cited by 31 publications

References 4 publications

Teaching Empathy through Movies: Reaching Learners’ Affective Domain in Medical Education

Teaching Empathy through Movies: Reaching Learners’ Affective Domain in Medical Education

Teaching midwife students how to break bad news using the cinema: An Italian qualitative study

Use of an Innovative Interprofessional Mini-Series Movie to Train Preceptors

Contact Info

Product

Resources

About