China
Africa
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Come and See:
Published in Eelco F. M. Wijdicks, Neurocinema—The Sequel, 2022
There has been some interest in what is called cinemeducation.19 “Cinemeducators” advocate the use of film as a teaching tool. This method relies, to a great extent, on the cinematic portrayal of medical and social situations, with teachers finding something important to discuss. Most work done in this field—if there is a field—pertains to virtually everything that can potentially be scrutinized when watching film. Leaving out the major illnesses such as cancer, these interpretations have encompassed a plethora of social- and health-policy issues, couples under emotional duress, strained family behavior, partner violence, aging and frailty, substance abuse, and grieving, as well as the transformative power of loving relationships. These films have been used in college courses on psychology and psychotherapy. Moreover, in counseling sessions, films have been used to provide relief for patients through a technique known as cinematherapy. There has been no systematic study of its benefit or how this method of teaching effectively fits within a curriculum. Indeed, finding and creating video clips may be too cumbersome for some educators.
Books and the cinema
Published in John Salinsky, Iona Heath, Mary Salinsky, The Green Bookshop, 2018
John Salinsky, Iona Heath, Mary Salinsky
Hollywood movies also have a role to play in medical education. If you would like to know more, it is all explained in a book called Cinemeducation: a Comprehensive Guide to Using Film in Medical Education, edited by Matthew Alexander, Patricia Lenahan and Ann Pavlov.
Epilogue
Published in Eelco F.M. Wijdicks, Neurocinema, 2014
There has been some interest in what is called cinemeducation. Their case is made by “cinemeducators” that film can be used as a teaching tool. This method relies to a great extent on the cinematic portrayal of medical and social situations, with teachers finding something important to discuss. Most work done in this field—if there is a field—pertains to virtually everything that can potentially be scrutinized when watching film. Leaving out the major illnesses such as cancer, these interpretations have involved a plethora of social- and health-policy issues, couples under emotional duress, strained family behavior, partner violence, aging and frailty, substance abuse, and grieving, as well as the transformative power of loving relationships. These films have been used in college courses on psychology and psychotherapy. Moreover, in counseling sessions, films have also been used to provide relief for patients with a technique known as cinematherapy. There is no published systematic study of its benefit or how this method of teaching could effectively fit within a curriculum, and finding and creating video clips may be too complicated for some educators.
Popcorn in the pain clinic: A content analysis of the depiction of patients with chronic pain and their management in motion pictures
Published in Canadian Journal of Pain, 2022
Karim Mukhida, Sina Sedighi, Catherine Hart
To date, the use of cinemeducation as a tool in chronic pain management education has not been described. Cinemeducation has been used in educational curricula in family medicine,108,109 palliative care,110,111 medical ethics,112–114 and psychiatry.115–121 Films are particularly amenable to incorporation in medical school and residency curricula.122 Clips or entire films can be used to bring case studies to life123 so that rather than reading or hearing about a case, trainees are provided with a fuller vision of the way illness is experienced.124 One can also see how illness unfolds over the course of a film, providing a more longitudinal case study experience. The viewing of films in medical education has been compared to the usual practice in medicine of observing and listening to patients and then reflecting upon that information.122 Shapiro and Rucker125 described a “Don Quixote” effect in which the viewing of cinematic clinical scenarios can evoke a greater emotional and empathic reaction than experiencing the encounter itself. Kumagai126 suggested that learning opportunities based upon narratives and the humanities offer a “fundamentally different”(p656) education compared to typical biomedical teaching in that they are “transformative”(p656) by “allowing glimpses into the subjective world of lived experience, forging emotional links with the other, stimulating self-reflection through cognitive dissonance, and eliciting resonance of similar, fundamental emotions in the learner.”(p657)
Twelve tips for developing palliative care teaching in an undergraduate curriculum for medical students
Published in Medical Teacher, 2019
Jason W. Boland, Stephen Barclay, Jane Gibbins
“Cinemeducation,” using a film to aid in teaching first year medical students about patients with advanced incurable illness, helped explore medical students’ beliefs, values, and attitudes, enabling them to consider emotional and spiritual suffering. They found this learning approach more useful than lectures, but students expressed that clinical teaching would be more useful (Ozcakir and Bilgel 2014).