Movies in Medical Education

Crellin, John K.; Briones, Annette Felix

doi:10.1097/00001888-199509000-00001

Cited by 12 publications

(10 citation statements)

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“…Other themes were the technical aspects of using cinema for teaching,9 human sexuality,10 clinical pharmacology,11 paediatrics,12 general medicine,13 AIDS14 and group counselling 15…”

Section: Resultsmentioning

confidence: 99%

“…Medical students featured very heavily7 10 11 13 25 29 31 33 47 49 51 53 57 58 63 65 68–70 along with psychiatry residents 8 18–20 22 24 26 30 71. Other targeted groups included clinical teachers,34 40 42 nursing students,12 43 medical13 72 and family medicine residents,45 66 counselling students23 and broader allied health undergraduates 39…”

Section: Resultsmentioning

confidence: 99%

“…A letter in Academic Medicine from 1995 briefly describes a range of elective programmes for medical students utilising cinema to facilitate discussion 13. Three more articles were published in the 1990s.…”

Section: Discussionmentioning

confidence: 99%

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A systematic review and thematic analysis of cinema in medical education

Darbyshire

Baker

2012

Med Humanities

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The use of cinema in medical education has the potential to teach students about a variety of subjects, for instance by illustrating a lecture on communication skills with a clip of Sir Lancelot Spratt (Doctor In The House, 1954) demonstrating a paternalistic, doctor-centred approach to medicine or nurturing an ethical discussion around palliative care and dying using the cinematic adaptation of American playwright Margaret Edson's Wit (2001). Much has been written about this teaching method across several medical academic disciplines. It is the aim of this review to assimilate the various experiences in order to gain an insight into current expertise. The results are presented by the following headings under which the articles were examined: the source journal, year of publication, article type, theme, content, target, authors, if a clip or the entire film was used, and if any feedback was documented. This is followed by a chronological account of the development of the literature. Such an approach will allow the reader to gather specific information and contextualise it. This review does not critically appraise the quality of the evidence nor does it determine its validity, rather it is hoped that having read the review educators will know where to locate previous accounts of work that will help them develop more engaging pedagogy.

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“…Other themes were the technical aspects of using cinema for teaching,9 human sexuality,10 clinical pharmacology,11 paediatrics,12 general medicine,13 AIDS14 and group counselling 15…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

A systematic review and thematic analysis of cinema in medical education

Darbyshire

Baker

2012

Med Humanities

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“…This can also be used in the 21st century generation of students since computer technology is a must-have for them. Educators in a number of disciplines have discussed the value of feature films as resources in innovative teaching, including counselor education (Higgins & Dermer, 2001), English as a Second Language (Kasper, 1999), social and personality development (Boyatzis, 2009;Kirsh, 1998), and medicine (Crellin & Briones, 1995). Scherer and Baker (1999), who used film as a core component of an organizational theory course, noted that "film provides a familiar attention-capturing visual medium to engage the student and encourage retention" (p. 143).…”

Section: Introductionmentioning

confidence: 99%

Development of the 21st Century Skills through Educational Video Clips

Omiles¹,

Dumlao

Rubio

et al. 2020

IJonSE

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This study investigated on how well the students can explain science concepts through movie scene clips as a summative assessment. It focused on the depth of the concepts learned in physics, chemistry, and earth and life science, and to the 21st century skills developed by the students while combining the scene clips and reviewing the concepts observed from the scenes. Ninety seven students from three different schools in Luzon, Philippines during the first semester of school year 2017-2018 were selected to participate: grade 12 students under the Science, Technology, Engineering, and Mathematics strand enrolled in General Physics 1 from Pamantasan ng Lungsod ng Maynila, second year college students enrolled in General Chemistry from Bataan Peninsula State University and grade 11 students under the General Academic Strand enrolled in Earth and Life Science from Isaac Lopez Integrated School in Mandaluyong City. Students grouped in 4-5 members were required to choose a film and clip the scenes which have applications and violations of science concepts observed from the scenes. The outcomes were then presented in class. The result reveals a 3.1 mean in the students’ mastery of the concepts in physics, 3.0 mean in chemistry, and 3.2 in earth and life science, with 4.0 as the basis of an excellent mark. This shows that the mastery of the concepts learned in each subject falls under the proficient category. The study has also found support in the development of the students’ 21st century skills, which are creativity, teamwork, communication, critical thinking, digital competencies, leadership, and planning.

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“…El uso de películas comerciales ha sido habitual en diversos estudios universitarios como derecho [1], económicas [2], administración educativa [3], rehabilitación [4] o historia de la farmacia [5], pero el interés en el empleo de este método docente ha resultado particularmente notable en la enseñanza de la medicina [6][7][8][9][10][11], la psiquiatría [12][13][14][15] y la psicología [16][17][18][19].…”

Section: Introductionunclassified