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      Using movies in family medicine teaching: A reference to EURACT Educational Agenda Translated title: UPORABA FILMOV V POUČEVANJU DRUŽINSKE MEDICINE NA OSNOVI KOMPETENC DRUŽINSKE MEDICINE

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          Abstract

          Introduction

          Cinemeducation is a teaching method where popular movies or movie clips are used. We aimed to determine whether family physicians’ competencies as listed in the Educational Agenda produced by the European Academy of Teachers in General Practice/Family Medicine (EURACT) can be found in movies, and to propose a template for teaching by these movies.

          Methods

          A group of family medicine teachers provided a list of movies that they would use in cinemeducation. The movies were categorised according to the key family medicine competencies, thus creating a framework of competences, covered by different movies. These key competencies are Primary care management, Personcentred care, Specific problem-solving skills, Comprehensive approach, Community orientation, and Holistic approach.

          Results

          The list consisted of 17 movies. Nine covered primary care management. Person-centred care was covered in 13 movies. Eight movies covered specific problem-solving skills. Comprehensive approach was covered in five movies. Five movies covered community orientation. Holistic approach was covered in five movies.

          Conclusions

          All key family medicine competencies listed in the Educational Agenda can be taught using movies. Our results can serve as a template for teachers on how to use any appropriate movies in family medicine education.

          IzvleČek

          Uvod

          Cinemeducation je metoda poučevanja z uporabo filmov ali filmskih izsekov. Namen te raziskave je bil oceniti, ali filme lahko uporabimo pri poucevanju družinske medicine na osnovi kompetenc družinske medicine, ki jih je predlagala Evropske akademija učiteljev v družinski medicini (EURACT).

          Metode

          Skupina učiteljev družinske medicine je predlagala seznam filmov, ki bi jih lahko uporabili v poučevanju družinske medicine. Dva učitelja družinske medicine sta filme pregledala in na osnovi vsebine ter prizorov iz filmov za vsak film določila seznam kompetenc družinske medicine, ki se lahko s pomočjo dolocenega filma učijo. Kompetence družinske medicine so vodenje primarne zdravstvene oskrbe, v osebo usmerjena zdravstvena oskrba, zmožnost reševanja specificnih problemov, celostni pristop, usmerjenost v skupnost in celovito oblikovanje modelov.

          Rezultati

          Končen seznam je obsegal 17 filmov. Devet jih je zajemalo kompteneco vodenja primarne zdravstvene oskrbe. Kompetenca v osebo usmerjene zdravstvene oskrbe je bila zajeta v 13. filmih. Osem filmov je vsebovalo kompetenco zmožnosti reševanja specificnih problemov. Celovit pristop je bil zajet v petih filmih, prav tako tudi kompetenca usmerjenosti v skupnost. Celosten pristop je bil zajet v petih filmih.

          Zaključki

          Vse kompetence družinske medicine, ki jih je predlagal EURACT, se lahko učijo tudi s pomočjo filmov. Rezultati te raziskave lahko služijo kot predloga učiteljem družinske medicine glede načina uporabe filmov v izobraževanju iz družinske medicine.

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          Most cited references19

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          Advancing resident assessment in graduate medical education.

          The Outcome Project requires high-quality assessment approaches to provide reliable and valid judgments of the attainment of competencies deemed important for physician practice. The Accreditation Council for Graduate Medical Education (ACGME) convened the Advisory Committee on Educational Outcome Assessment in 2007-2008 to identify high-quality assessment methods. The assessments selected by this body would form a core set that could be used by all programs in a specialty to assess resident performance and enable initial steps toward establishing national specialty databases of program performance. The committee identified a small set of methods for provisional use and further evaluation. It also developed frameworks and processes to support the ongoing evaluation of methods and the longer-term enhancement of assessment in graduate medical education. The committee constructed a set of standards, a methodology for applying the standards, and grading rules for their review of assessment method quality. It developed a simple report card for displaying grades on each standard and an overall grade for each method reviewed. It also described an assessment system of factors that influence assessment quality. The committee proposed a coordinated, national-level infrastructure to support enhancements to assessment, including method development and assessor training. It recommended the establishment of a new assessment review group to continue its work of evaluating assessment methods. The committee delivered a report summarizing its activities and 5 related recommendations for implementation to the ACGME Board in September 2008.
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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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              Using movies to teach professionalism to medical students

              Background Professionalism topics are usually not covered as a separate lesson within formal curriculum, but in subtler and less officially recognized educational activities, which makes them difficult to teach and assess. Interactive methods (e.g. movies) could be efficient teaching methods but are rarely studied. The aims of this study were: 1) to test the relevance and usefulness of movies in teaching professionalism to fourth year medical students and, 2) to assess the impact of this teaching method on students' attitudes towards some professionalism topics. Method This was an education study with qualitative data analysis in a group of eleven fourth year medical students from the Medical School of University Maribor who attended an elective four month course on professionalism. There were 8 (66.7%) female students in the group. The mean age of the students was 21.9 ± 0.9 years. The authors used students' written reports and oral presentations as the basis for qualitative analysis using thematic codes. Results Students recognised the following dimensions in the movie: communication, empathy, doctors' personal interests and palliative care. It also made them think about their attitudes towards life, death and dying. Conclusions The controlled environment of movies successfully enables students to explore their values, beliefs, and attitudes towards features of professionalism without feeling that their personal integrity had been threatened. Interactive teaching methods could become an indispensible aid in teaching professionalism to new generations.
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                Author and article information

                Contributors
                Journal
                Zdr Varst
                Zdr Varst
                sjph
                sjph
                Slovenian Journal of Public Health
                De Gruyter
                0351-0026
                1854-2476
                1 June 2017
                26 February 2017
                : 56
                : 2
                : 99-106
                Affiliations
                [1] 1University of Maribor, Faculty of Medicine, Department of Family Medicine, Taborska 8, 2000 Maribor, Slovenia
                [2] 2University of Ljubljana, Faculty of Medicine, Department of Family Medicine, Poljanski nasip 58, 1000 Ljubljana, Slovenia
                [3] 3Community Health Centre Ljubljana, Metelkova 9, 1000 Ljubljana, Slovenia
                Author notes
                Tel: ++ 386 3 896 31 22
                Article
                sjph-2017-0013
                10.1515/sjph-2017-0013
                5329773
                28289469
                a4ec8ec5-8884-42ca-8ac6-7df6836d781d
                © National Institute of Public Health, Slovenia

                This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

                History
                : 6 April 2016
                : 13 September 2016
                Page count
                Pages: 8
                Categories
                Original Scientific Article

                family practice,medical education,narration,professional competences

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