Understanding the patient experience through the power of film: A mixed method qualitative research study

Ogston-Tuck, Sherri; Baume, Kath; Clarke, Chris; Heng, Simon

doi:10.1016/j.nedt.2016.08.025

Cited by 20 publications

(20 citation statements)

References 7 publications

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“…In the last 20 years, there has been in many countries a growing interest in the use of films in the teaching–learning process in nursing and medicine [22]. Films are a highly attractive instrument and an appropriate teaching method [23], as they are a unique way of encouraging active learning [24], allowing an active use of emotions that provoke reflections, the concretization and development of proposals, and the observation of diverse realities and experiences on the part of the subject as well as his family and social environment [25].…”

Section: Introductionmentioning

confidence: 99%

Impact of a Formative Program on Transgender Healthcare for Nursing Students and Health Professionals. Quasi-Experimental Intervention Study

García-Acosta

Castro-Peraza

Rodríguez

et al. 2019

IJERPH

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Background: The field of specific healthcare for transgender people has not been included in the official curriculum of professionals. This causes a lack of knowledge that can be presumed to become a barrier to healthcare. Currently, different methodologies are emerging to achieve meaningful learning for students and professionals. The objective of this study was to evaluate the increase in the level of knowledge of final-year nursing students, applying methodological strategies such as problem-based learning (PBL) and film-forum. Methods: 59 nursing students were randomly assigned to two intervention groups (G1 = 31 and G2 = 28), and another 57 were assigned to the control group (without specific classes or workshops on the subject of the study). The intervention consisted of a specific training course on transgender issues (TGSC&W, TransGender Specific Course and Workshop), where the type of meaningful learning strategy used depended on the group (G1 = film-forum and G2 = PBL). The study was carried out at the Faculty of Nursing Nuestra Señora de Candelaria of the Canary Islands Health Service. The randomization was done by blindly choosing a computer-generated code. Results: The main outcome was based on 116 participants, comparing their level of knowledge before and after the workshop. The comparison by pairs shows that there were statistically significant differences (p = 0.000) between those undergoing the methodological interventions and the control group. Statistical significance between film-forum and PBL was not obtained (p = 1.000): Both methodologies increased the level of knowledge, but there was no significant difference between them. The means for satisfaction with the learning methodology used did not show statistically significant differences. Conclusion: The workshop carried out was highly effective and significant in terms of increasing knowledge. No significant differences were observed in the level of knowledge, or in the degree of satisfaction, between the two methodologies used (PBL and film-forum).

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Section: Introductionmentioning

confidence: 99%

Impact of a Formative Program on Transgender Healthcare for Nursing Students and Health Professionals. Quasi-Experimental Intervention Study

García-Acosta

Castro-Peraza

Rodríguez

et al. 2019

IJERPH

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“…Humanities based teaching is becoming increasingly well-established within undergraduate medical education (1)(2)(3)(4)(5)(6). A wide array of approaches have been reported including creative writing (7), photography (8,9), film (10), comics (11), paintings (12), theatre (13) and museums (14,15). Research suggests that arts based teaching can develop essential professional skills for doctors including empathy (11,16), patient centred care (10), resilience (17), professional identify (16,19) and reflective practice (8,9,12).…”

Section: Introductionmentioning

confidence: 99%

Can the arts enhance postgraduate GP training?

Forde

Scallan

Jackson

et al. 2020

Education for Primary Care

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The value of arts based medical education is becoming increasingly well established in undergraduate curricula. However, little is known about its value, and acceptability, to qualified doctors undertaking postgraduate training. In this work we examined GP trainees' views on whether arts based education was useful for their professional development and, if so, what they perceived its value to be. All first and second year GP trainees on the Dorset Vocational Training Scheme attended a one day course which showcased how the arts (film, poetry, painting, photography, theatre) could enhance their professional development as doctors. GP trainees rated the day as interesting, enjoyable and thought proving. The majority felt that the arts could contribute to making them more competent and humane doctors'. Following this, we ran a mandatory six months arts based course for six GP trainees, and evaluated their feedback through qualitative analysis of a focus group discussion. Overall, GP trainees found the course enjoyable and valuable to their learning. It not only gave them a deeper appreciation of the patient's perspective, but also encouraged them to think about their own health and wellbeing.

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“…En el área biomédica, por ejemplo, son muchos los casos de su alcance divulgador: el personaje Colosus, de la saga X-Men, ha sido utilizado para explicar algunos de los rasgos más destacados de la piel 2 ; el superheroroe Capitán América, de la factoría Marvel, ha servido de excusa para tratar diferentes aspectos de la fisiología humana 3 (ambos basados en comic); incluso, las fantásticas capacidades de los vampiros se han utilizado para la enseñanza en el área de la inmunología 4 . Por otro lado, hay estudios que demuestran que visionar y discutir sobre películas de temática biosanitaria supone un estímulo en el aprendizaje clínico 5 y una mejoría en las habilidades humanísticas (actitud y trato hacia los pacientes) de los estudiantes de Medicina 6 y Enfermería 7 .…”

Section: Introductionunclassified

Descripción y análisis del contenido biomédico en las películas de la saga Alien

Fernández

Pozo

2020

rmc

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Understanding the patient experience through the power of film: A mixed method qualitative research study

Cited by 20 publications

References 7 publications

Impact of a Formative Program on Transgender Healthcare for Nursing Students and Health Professionals. Quasi-Experimental Intervention Study

Impact of a Formative Program on Transgender Healthcare for Nursing Students and Health Professionals. Quasi-Experimental Intervention Study

Can the arts enhance postgraduate GP training?

Descripción y análisis del contenido biomédico en las películas de la saga Alien

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