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      Cinemedicine: Using movies to improve students' understanding of psychosocial aspects of medicine

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          Abstract

          Background

          There are rising concerns about how to teach psychosocial aspects of medicine to students. The aim of the study was the use of “cinemedicine” as a tool and technique in teaching psychosocial aspects of medicine to medical students at Tehran University of Medical Sciences (TUMS).

          Methods

          This was an educational study with quantitative and qualitative data analysis. Two hundred seventy medical students participated in this study. Nine sessions were held to teach psychosocial subjects in medicine using movies. Each session began with an initial explanation of the program objectives. After the show, medicine related points of the movie were discussed and analyzed by experts and students. In the end, questionnaires were distributed to assess the students' perceptions.

          Results

          The results of our study show that most of the students (84%) stated that teaching these subjects through movies was a nice event comparing to usual lectures. 56.5% of the students agreed with the application of points learned in the events in professional performance. The majority of the students (72.8%) agreed that participating in those events was useful for them as a physician and they would advise other students to attend to later sessions. Content analysis of the students' notes uncovered three categories of cinemedicine: “learning by observation”, “creation of a supportive and tangible learning” and “motivation for learning”.

          Conclusion

          Cinemedicine provides the opportunity for medical students to learn psychosocial subjects related to medicine through observing and reflecting on movies.

          Highlights

          • Teaching via movies could be a nicer event in comparison to the usual lecture.

          • Using Cinemedicine as an interactive technique is helpful when educating psychosocial aspects of medicine.

          • Cinemedicine provides the opportunity for medical students to learn via observing and reflecting on movies.

          • The way of running movie session influences the students' learning and motivations.

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          Most cited references23

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          Humanities in undergraduate medical education: a literature review.

          Humanities form an integral part of undergraduate medical curricula at numerous medical schools all over the world, and medical journals publish a considerable quantity of articles in this field. The aim of this study was to determine the extent to which the literature on humanities in undergraduate medical education seeks to provide evidence of a long-term impact of this integration of humanities in undergraduate medical education. Medline was searched for publications concerning the humanities in undergraduate medical education appearing from January 2000 to December 2008. All articles were manually sorted by the authors. Two hundred forty-five articles were included in the study. Following a qualitative analysis, the references included were categorized as "pleading the case," "course descriptions and evaluations," "seeking evidence of long-term impact," or "holding the horses." Two hundred twenty-four articles out of 245 either praised the (potential) effects of humanities on medical education or described existing or planned courses without offering substantial evidence of any long-term impact of these curricular activities on medical proficiency. Only 9 articles provided evidence of attempts to document long-term impacts using diverse test tools, and 10 articles presented relatively reserved attitudes toward humanities in undergraduate medical education. Evidence on the positive long-term impacts of integrating humanities into undergraduate medical education is sparse. This may pose a threat to the continued development of humanities-related activities in undergraduate medical education in the context of current demands for evidence to demonstrate educational effectiveness.
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            Professionalism, profession and the virtues of the good physician.

            The putative loss of professionalism in medicine has of late become of serious concern to practitioners, educators, ethicists and the public. Impassioned pleas for its restitution abound. Serious ethical obligations are linked to the idea of a profession. Yet, most of the definitions have been socio-historical, political or legal. Important as these aspects may be, there is need for a firmly grounded ethical derivation of the moral dimensions of professionalism. This essay undertakes to provide a philosophical grounding for ethically responsible professionalism in the phenomena of clinical medicine, in the character of the professional, and in virtue theory.
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              A systematic review and thematic analysis of cinema in medical education.

              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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                Author and article information

                Contributors
                Journal
                Ann Med Surg (Lond)
                Ann Med Surg (Lond)
                Annals of Medicine and Surgery
                Elsevier
                2049-0801
                21 February 2018
                April 2018
                21 February 2018
                : 28
                : 23-27
                Affiliations
                [a ]Division of Neonatology, Department of Pediatrics, Children's Medical Center, Initiator of the Office of Art and Media in Medical Education, Tehran University of Medical Sciences, Tehran, Iran
                [b ]Education Development Center, Health Professionals Education Research Center, Office of Art and Media in Medical Education, Tehran University of Medical Sciences, Tehran, Iran
                [c ]Department of Medical Genetics, Tehran University of Medical Sciences, Tehran, Iran
                [d ]Department of Internal Medicine, Department of Medical Education, Health Professionals Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
                [e ]Children's Medical Center, Tehran University of Medical Sciences, Tehran, Iran
                Author notes
                []Corresponding author. Education Development Center, Health Professionals Education Research Center, Office of Art and Media in Medical Education, Tehran University of Medical Sciences, Keshavarz Blvd., 16-Azar Street, Tehran, Iran. m-mafinejad@ 123456tums.ac.ir
                Article
                S2049-0801(18)30020-7
                10.1016/j.amsu.2018.02.005
                5938242
                29744047
                382bd2dd-0c45-4d52-8636-6dd8c8bfe5fa
                © 2018 The Authors

                This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

                History
                : 2 September 2017
                : 4 February 2018
                : 18 February 2018
                Categories
                Original Research

                films,undergraduate,curriculum,medicine,teaching
                films, undergraduate, curriculum, medicine, teaching

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