Limitations and Benefits of Medical Education through Film: a scoping Review
Abstract Introduction: medical education requires constant evolution and has generated new teaching methodologies. Within these, cinema stands out for its usefulness in teaching skills of medical humanism. Objective: synthesize the available evidence of the benefits and limitations of cinema as a tool in medical education. Methodology: a scoping review of the literature available in the indexed databases with MeSH descriptors, about the effects of the use of cinema in medical education in the last 23 years. 26 documents were selected in this article. Results: Studies from 15 countries were found, describing the benefits of cinema for the development of critical thinking, medical humanism skills and theoretical-clinical integration; To achieve this, teacher preparation in the use of this methodology is required. However, there are still limitations in the acceptance and implementation of “cinemeducation” by medical schools. Conclusions: Cinema as an educational tool presents benefits for the generation of necessary skills for the doctor and only presents a few difficulties for its implementation, which are easily overcome with teacher training in the use of this methodology.
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Barbosa M, Marques I, Darsie C, Barros J, Yazlle J, Carneiro M, et al. Brazilian medical education and the incorporation of technologies before and during the COVID 19 pandemic. Revista Cubana de Información en Ciencias de la Salud. 2022;33(E-1836):1-14. https://acimed.sld.cu/index.php/acimed/information/readers
Mendiola M. ChatGPT y educación médica: ¿Estrella fugaz tecnológica o cambio disruptivo? Investigación Educ. médica. 2023;12(46):5-10. http://riem.facmed.unam.mx/index.php/riem/article/download/1069/1402?inline=1
Gonzales P, Roncoletta A, Moreto G, Levites M, Janaudis M. Medicina de familia y Cine: Un recurso humanístico para educar la efectividad. Aten. Primaria. 2005; 36(10):566-572. https://www.elsevier.es/es-revista-atencion-primaria-27-articulo-medicina-familia-cine-un-recurso-13082491
Weisz G, Albury W. The medico-artistic phenomenon and its implications for medical education. Med. Hypotheses. 2010;74(1):169-173. https://doi.org/10.1016/j.mehy.2009.07.013
Marañon C. Los grados en Cine y Comunicación Audiovisual: Sinergias profesionales en el espacio europeo de educación superior (EEES). Estudios sobre el Mensaje Periodístico. 2012;18(40944): 49-60. https://doi.org/10.5209/rev_ESMP.2012.v18.40944
Shrivastava S, Shrivastava P. Incorporating movies and cinema in the medical education delivery: A curricular innovation. Med. J. DY Patil Vidyapeeth. 2022;15(5):662-665. https://journals.lww.com/mjdy/pages/articleviewer.aspx?year=2022&issue=15050&article=00005&type=Fulltext
Rueb, M., Siebeck, M., Rehfuess, E.A. et al. Cinemeducation in medicine: a mixed methods study on students’ motivations and benefits. BMC Med. Educ. 2022;22(172):1-19. https://doi.org/10.1186/s12909-022-03240-x
Jara C. Cine y Educación: Una historia de los discursos a favor del cinematografismo en la escuela. Educ. Real. 2023;48(121475):1-22. https://doi.org/10.1590/2175-6236121475vs02
Hernández P, Peña F. El cine como herramienta en la docencia de psiquiatría. Humanidades Médicas. 2013;13(1):244-265. http://scielo.sld.cu/scielo.php?pid=S1727-81202013000100014&script=sci_abstract
Gonçalves G, Carvalho C, Sacco M. Using films to teach public health to portuguese medical students. Rev. Med. Cine. 2021;17(1):25-32. https://doi.org/10.14201/rmc20211712532
Cambra I, Francés M, Videla S, Farré M, Montané E, Blázquez F, et al. Cinemeducation in clinical pharmacology: Using cimena to help students learn about pharmacovigilance and adverse drugs reactions. Eur. J. Clin. Pharmacol. 2020;76(12):1653-1658.
Stiller G, Stegemann R, Afshar K, Marschollek M, Behrends M. Educational film on the geriatic basic assessment in primary care- Methods of cinemactic Authenticity. Z. Gerontol. Geriatr. 2002;55(8):696-702. https://doi.org/10.1007/s00391-021-01993-6
Oliveira M, Lima B, Kaim C, Silva G, Gomes V, Reimondi G, et al. “1,2,3...Action”: Using cinema to study metaphors in medical education. Interface (Botucatu). 2022;26(210752):1-14. https://doi.org/10.1590/interface.210752
Baños J, Bosch F. Using Feature Films as a teaching tool in medical Schoools. Educ. Med. 2015;16(4):206-211. https://doi.org/10.1016/j.edumed.2015.09.001
García Sánchez JE, García Sánchez E. Medicina, cine y educación. Rev. Med. Cine. 2008; 4(2): 39–40. https://revistas.usal.es/cinco/index.php/medicina_y_cine/article/view/65
Arenas A. La relación entre el cine y la psiquiatría a través del tiempo y su rol en la educación médica actual. Rev. Med. Cine. 2020; 17(1): 41-47. https://doi.org/10.14201/rmc20211714147
Kusakabe Y, Nakamura Y, Tanigawa K, Karasawa K, Maruyama K. Practice of ethic education using documentary film for pharmacy students. Yakugaku Zasshi. 2023; 143(7): 607-616. https://doi.org/10.1248/yakushi.22-00214
Pérez-Maña C, Farré M, Papaseit E, Baños JE. El cine comercial como medio de aprendizaje de la farmacología. Rev. Med. Cine. 2020; 16(4): 247-53. https://doi.org/10.14201/rmc2020164247253
Rueb M, Rehfuess EA, Siebeck M, Pfadenhauer LM Cinemeducation: A mixed methods study on learning through reflective thinking, perspective taking and emotional narratives. Med. Educ. 2024; 58: 63–92. https://doi.org/10.1111/medu.15166
Ramirez I. Sentimientos del estudiante de medicina al abordar la muerte con cine, música y casos reales. Educ. Med. 2019; 20(5): 267-271. https://doi.org/10.1016/j.edumed.2018.01.004
Lumlertgul N, Kijpaisalratana N,Pityaratstian N, Wangsaturaka D. Cinemeducation: A pilot student project using movies to help students learn medical professionalism. Med. Teach. 2009; 31 (7): 327-332. https://doi.org/10.1080/01421590802637941
Ayranci A, Karaoglu N, Kizmaz M. Investigation of the effect of the use of cinema in medical education on the attitudes of medical students towards the elderly: An interventional study. Turk. J. Geriatr. 2022; 25(1): 148-160. https://geriatri.dergisi.org/uploads/pdf/pdf_TJG_1311.pdf
González de Dios J. Cine y pediatría (I): Una oportunidad para la docencia y la humanización en nuestra práctica clínica. Rev. Pediatr. Aten. Primaria. 2010; 12(46):299-313. https://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1139-76322010000300014
Dibartolo M, Seldomridge L. Cinemeducation: Teaching End of life issues using feature Films. J. Gerontol. Nurs. 2009; 35(8):.30-36.
Tuesca R, Rodriguez N, Moreno C. Uso del cine como herramienta de aprendizaje en salud pública. Educ. Med. Super. 2021; 35(3): 1-17. https://www.medigraphic.com/cgi-bin/new/resumen.cgi?IDARTICULO=109669
García Torres D, Fuentes Domínguez N, Mendoza Ruiz M, Díaz Suárez R, Perera Díaz J. El cine debate con estudiantes de medicina para incidir preventivamente sobre el sexo transaccional. Rev. Med. Cine. 2018; 14(4): 245–251. https://revistas.usal.es/cinco/index.php/medicina_y_cine/article/view/19571
Casey J, Daniel A. CORR Synthesis: how have film review and motion analysis been used to enhance orthopaedic surgical performance? Clin. Orthop. Relat. Res. 2023; 481(3): 564-579. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9928675/
Kaptein A, Meulenberg F, Smyth J. Do art lovers make better doctor?. Lancet Respir. Med. 2013;1(10):769-771. https://doi.org/10.1016/S2213-2600(13)70268-6
Duffin J. Lights, camera, medical education. Cinemeducation: a comprehensive guide to using film in medical education. Can. Med. Assoc. J. (CMAJ). 2010; 182(17): E805-E806. https://www.cmaj.ca/content/cmaj/182/17/E805.full.pdf
Barbosa M, Marques I, Darsie C, Barros J, Yazlle J, Carneiro M, et al. Brazilian medical education and the incorporation of technologies before and during the COVID 19 pandemic. Revista Cubana de Información en Ciencias de la Salud. 2022;33(E-1836):1-14. https://acimed.sld.cu/index.php/acimed/information/readers
Mendiola M. ChatGPT y educación médica: ¿Estrella fugaz tecnológica o cambio disruptivo? Investigación Educ. médica. 2023;12(46):5-10. http://riem.facmed.unam.mx/index.php/riem/article/download/1069/1402?inline=1
Gonzales P, Roncoletta A, Moreto G, Levites M, Janaudis M. Medicina de familia y Cine: Un recurso humanístico para educar la efectividad. Aten. Primaria. 2005; 36(10):566-572. https://www.elsevier.es/es-revista-atencion-primaria-27-articulo-medicina-familia-cine-un-recurso-13082491
Weisz G, Albury W. The medico-artistic phenomenon and its implications for medical education. Med. Hypotheses. 2010;74(1):169-173. https://doi.org/10.1016/j.mehy.2009.07.013
Marañon C. Los grados en Cine y Comunicación Audiovisual: Sinergias profesionales en el espacio europeo de educación superior (EEES). Estudios sobre el Mensaje Periodístico. 2012;18(40944): 49-60. https://doi.org/10.5209/rev_ESMP.2012.v18.40944
Shrivastava S, Shrivastava P. Incorporating movies and cinema in the medical education delivery: A curricular innovation. Med. J. DY Patil Vidyapeeth. 2022;15(5):662-665. https://journals.lww.com/mjdy/pages/articleviewer.aspx?year=2022&issue=15050&article=00005&type=Fulltext
Rueb, M., Siebeck, M., Rehfuess, E.A. et al. Cinemeducation in medicine: a mixed methods study on students’ motivations and benefits. BMC Med. Educ. 2022;22(172):1-19. https://doi.org/10.1186/s12909-022-03240-x
Jara C. Cine y Educación: Una historia de los discursos a favor del cinematografismo en la escuela. Educ. Real. 2023;48(121475):1-22. https://doi.org/10.1590/2175-6236121475vs02
Hernández P, Peña F. El cine como herramienta en la docencia de psiquiatría. Humanidades Médicas. 2013;13(1):244-265. http://scielo.sld.cu/scielo.php?pid=S1727-81202013000100014&script=sci_abstract
Gonçalves G, Carvalho C, Sacco M. Using films to teach public health to portuguese medical students. Rev. Med. Cine. 2021;17(1):25-32. https://doi.org/10.14201/rmc20211712532
Cambra I, Francés M, Videla S, Farré M, Montané E, Blázquez F, et al. Cinemeducation in clinical pharmacology: Using cimena to help students learn about pharmacovigilance and adverse drugs reactions. Eur. J. Clin. Pharmacol. 2020;76(12):1653-1658.
Stiller G, Stegemann R, Afshar K, Marschollek M, Behrends M. Educational film on the geriatic basic assessment in primary care- Methods of cinemactic Authenticity. Z. Gerontol. Geriatr. 2002;55(8):696-702. https://doi.org/10.1007/s00391-021-01993-6
Oliveira M, Lima B, Kaim C, Silva G, Gomes V, Reimondi G, et al. “1,2,3...Action”: Using cinema to study metaphors in medical education. Interface (Botucatu). 2022;26(210752):1-14. https://doi.org/10.1590/interface.210752
Baños J, Bosch F. Using Feature Films as a teaching tool in medical Schoools. Educ. Med. 2015;16(4):206-211. https://doi.org/10.1016/j.edumed.2015.09.001
García Sánchez JE, García Sánchez E. Medicina, cine y educación. Rev. Med. Cine. 2008; 4(2): 39–40. https://revistas.usal.es/cinco/index.php/medicina_y_cine/article/view/65
Arenas A. La relación entre el cine y la psiquiatría a través del tiempo y su rol en la educación médica actual. Rev. Med. Cine. 2020; 17(1): 41-47. https://doi.org/10.14201/rmc20211714147
Kusakabe Y, Nakamura Y, Tanigawa K, Karasawa K, Maruyama K. Practice of ethic education using documentary film for pharmacy students. Yakugaku Zasshi. 2023; 143(7): 607-616. https://doi.org/10.1248/yakushi.22-00214
Pérez-Maña C, Farré M, Papaseit E, Baños JE. El cine comercial como medio de aprendizaje de la farmacología. Rev. Med. Cine. 2020; 16(4): 247-53. https://doi.org/10.14201/rmc2020164247253
Rueb M, Rehfuess EA, Siebeck M, Pfadenhauer LM Cinemeducation: A mixed methods study on learning through reflective thinking, perspective taking and emotional narratives. Med. Educ. 2024; 58: 63–92. https://doi.org/10.1111/medu.15166
Ramirez I. Sentimientos del estudiante de medicina al abordar la muerte con cine, música y casos reales. Educ. Med. 2019; 20(5): 267-271. https://doi.org/10.1016/j.edumed.2018.01.004
Lumlertgul N, Kijpaisalratana N,Pityaratstian N, Wangsaturaka D. Cinemeducation: A pilot student project using movies to help students learn medical professionalism. Med. Teach. 2009; 31 (7): 327-332. https://doi.org/10.1080/01421590802637941
Ayranci A, Karaoglu N, Kizmaz M. Investigation of the effect of the use of cinema in medical education on the attitudes of medical students towards the elderly: An interventional study. Turk. J. Geriatr. 2022; 25(1): 148-160. https://geriatri.dergisi.org/uploads/pdf/pdf_TJG_1311.pdf
González de Dios J. Cine y pediatría (I): Una oportunidad para la docencia y la humanización en nuestra práctica clínica. Rev. Pediatr. Aten. Primaria. 2010; 12(46):299-313. https://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1139-76322010000300014
Dibartolo M, Seldomridge L. Cinemeducation: Teaching End of life issues using feature Films. J. Gerontol. Nurs. 2009; 35(8):.30-36.
Tuesca R, Rodriguez N, Moreno C. Uso del cine como herramienta de aprendizaje en salud pública. Educ. Med. Super. 2021; 35(3): 1-17. https://www.medigraphic.com/cgi-bin/new/resumen.cgi?IDARTICULO=109669
García Torres D, Fuentes Domínguez N, Mendoza Ruiz M, Díaz Suárez R, Perera Díaz J. El cine debate con estudiantes de medicina para incidir preventivamente sobre el sexo transaccional. Rev. Med. Cine. 2018; 14(4): 245–251. https://revistas.usal.es/cinco/index.php/medicina_y_cine/article/view/19571
Casey J, Daniel A. CORR Synthesis: how have film review and motion analysis been used to enhance orthopaedic surgical performance? Clin. Orthop. Relat. Res. 2023; 481(3): 564-579. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9928675/
Kaptein A, Meulenberg F, Smyth J. Do art lovers make better doctor?. Lancet Respir. Med. 2013;1(10):769-771. https://doi.org/10.1016/S2213-2600(13)70268-6
Duffin J. Lights, camera, medical education. Cinemeducation: a comprehensive guide to using film in medical education. Can. Med. Assoc. J. (CMAJ). 2010; 182(17): E805-E806. https://www.cmaj.ca/content/cmaj/182/17/E805.full.pdf
Juliana Jiménez Silgado, A., Hernández Rincón, E. H., Romero Tapia, Álvaro, & Jaimes Peñuela, C. L. (2024). Limitations and Benefits of Medical Education through Film: a scoping Review. Journal of Medicine and Movies, 20(3), 339–352. https://doi.org/10.14201/rmc.31858
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