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Texto completo Introduction Since the first films were released more than a century ago, movies have shown a tremendous ability to engage people around the world. In recent years, technological advances have allowed almost everyone access to a vast resource of films, and cinemas are no longer needed to enjoy them. The power of films is irresistible for anyone interested in true or fictional stories, and many films consider medical issues. Thus, we exclude films used exclusively for professional purposes, videotaped encounters between patients and medical staff, and medical or scientific documentaries. In , Fritz and Poe 16 published the first paper describing the use of films to teach psychiatry. Darbyshire and Baker 10 list several reasons for using cinema in healthcare education.
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One of my extra-curricular activities is stock car racing. TOP Related Files:. Most teachers will find elements of interest in the available films.
Topics considered include clinical microbiology, 17 pharmacology, 18 bioethics, 19 medical ethics, 20 doctor—patient relationship, 21,22 preclinical 23 and clinical research, 24 mental illness, 25 drug addiction, 26 palliative care, 27 effects of disease on patients, 28 medical professionalism, 29 and social conflicts in medical care. This innovative approach is becoming more common.
This paper outlines some guidelines to help newcomers to this activity achieve the best results. The most popular films are not always the most useful in medical schools The characteristics that make a film popular for the general public differ from those that make it useful for medical education. Thus, we recommend that teachers try to find films that young medical students are unfamiliar with.
Reviewing the literature may help teachers find films that can be useful for specific objectives. Some databases e.
The search should not be limited to films from English-speaking countries because other countries e. However, due to cultural differences among countries and medical schools, we strongly advise against choosing a film solely on the recommendations of other authors. Reading how other teachers have used different films helps in making the right choice We strongly recommend critically reading what other teachers have written on the use of particular films in education.
Be aware that not all information is available in the PubMed database. Other resources, e. Google Scholar, may be the only way to find valuable contributions about the films chosen for teaching.
The field of cinema studies actually forms part of the humanities; articles and books from cinema studies can be invaluable in better understanding the messages contained in any film. Several good introductory books can help those interested in starting to use movies in medical education. For example, it may be difficult for students without clinical experience to understand the complexities of the doctor—patient relationship.
To understand some ethical conflicts, students need a certain degree of intellectual maturity. Mary Shelley's Frankenstein is a good film to use for discussing the ethical principles of biomedical research, but first-year students may only see the monster's wickedness and fail to see its creator's wrong decisions.
Viewers are horrified at the unethical behaviour depicted in The Constant Gardener, but those unfamiliar with the processes involved in drug research might also be unaware that pharmaceutical companies do not generally behave this way. One way to avoid such problems is to prepare an introductory text for students to read before the film. Viewing the films and taking notes before the teaching session improves planning For educational purposes, teachers must watch the film beforehand to look for scenes that will help generate debate.
Using a DVD of the movie to prepare the session has many advantages. First, it allows you to pause, rewind, and watch a scene as many times as necessary. This is crucial because a single viewing rarely enables you to fully analyze the potential impact of the dialogue and images. Teachers should note the exact time when the scene starts and finishes, so that they can advise students when they need to pay special attention or can choose to show students only specific scenes rather than the entire film.
Taking notes also is essential for writing the educational objectives and questions to use in the discussion session if students are less participative than expected. Criticizing mistakes is important, but plausibility may be more important than accuracy In a useful paper, Rose 5 outlined some recommendations for using films to teach biology based on his experience in cinema-based courses. He also discussed the importance of accuracy versus plausibility in films.
In other words, he asks whether mistakes in science in some films preclude their usefulness for teaching purposes. He concludes that they do not, and we agree. Moreover, what is considered factually accurate and plausible changes overtime. In Michael Crichton's film Coma, the murderous carbon monoxide intoxication in the operating theatre is nearly impossible nowadays, but this was not the case when the film was shot.
Mistakes themselves can also be used for educational purposes: if students are unable to spot them, they might not be paying adequate attention to the film or, even worse, they might not have learned the concept.