Cinemeducation: a rigorous method to teach pharmacovigilance procedures in clinical pharmacology
Abstract The use of commercial films in medical education is an increasingly widespread pedagogical resource, and particularly the Cinemeducation method provides a theoretical basis as well as documented background on this pedagogical innovation. In this paper, we propose the use of a commercial film for teaching pharmacology, particularly pharmacovigilance and adverse effects of drugs, topics that are usually very complex for medical students. The rigorous method followed in the choice of the film and its scenes is detailed, as well as the methodological sequence of its use in class. The selected film, La fille de Brest by Emmanuelle Bercot, is based on the true story of Irène Frachon, a French doctor who begins to detect cases of cardiotoxicity associated with the consumption of a drug and undertakes a legal battle against the pharmaceutical company that produces and distributes it. The film reveals in detail the epidemiological study carried out at Brest Hospital and also the role of safety, pharmacovigilance and public health agencies in a complex plot that allows key aspects of pharmacovigilance to be discussed with medical students.
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Baños JE, Bosch F. Using feature films as a teaching aid with medical students. Med Teach 2014; 37(9):883-4.
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Cambra Badii I, Baños JE. The university goes to the movies: our experience using feature films and TV series in teaching health sciences students. In: Kim S, editor. Medical Schools: Past, Present and Future Perspectives. New York: Nova Publishers; 2020.
Darbyshire D, Baker. A systematic review and thematic analysis of cinema in medical education. Med Humanit 2012; 38(1):28-33.
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Farré M (2013) Señores docentes, más cine por favor. Rev Med Cine 2013; 9(2):51-2.
Farré M, Bosch F, Roset PN, Baños JE (2004) Putting clinical pharmacology in context: the use of popular movies. J Clin Pharmacol 44(1):30-6.
Farré M, Papaseit E, Pérez-Mañá C, Baños JE. El cine comercial como recurso para la docencia de la Farmacología. Rev Med Cine. 2020;16(1):55-6.
Fritz GK, Poe RO. The role of a cinema seminar in psychiatric education. Am J Psychiatry 1979; 136(2):207-10.
Gorring H, Loy J, Spring H (2014) Cinemeducation: using film as an educational tool in mental health services. Health Info Libr J. 2014; 31(1):84-8.
Icart-Isern M, Diaz-Membrives M, Icart-Isern M. Vida y muerte de un fármaco en el siglo XXI. Del libro Mediator® 150mg. Combien de morts? (I. Franchon, 2010) a la película La fille de Brest (E. Bercort, 2016 Rev Med Cine. 2018; 14(1):5-12.
IMDb La doctora de Brest (2016). IMDb [Internet].
Kassai R. Cinemeducation in GP training. Educ Prim Care 2016; 27(3):239-40.
Klemenc Ketiš Z, Švab I (2017) Using movies in family medicine teaching: a ref- erence to EURACT Educational Agenda. Zdr Varst 2017; 56(2):99-106.
Kuhnigk O, Schreiner J, Reimer J, Emami R, Naber D, Harendza S. Cinemeducation in psychiatry: a seminar in undergraduate medical education combining a movie, lecture, and patient interview. Acad Psychiatry 2012; 36(3):205-10.
Law M, Kwong W, Friesen F, Veinot P, Ng SL. The current landscape of television and movies in medical education. Perspect Med Educ 2015; 4(5):218-24.
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), e327-e332.
Mateus JA, Baños JE, Papaseit E, Farré M. El lado oscuro de los fármacos en el cine. Rev Med Cine 2014; 11(2):87-96.
Toye F, Jenkins S, Seers K, Barker K. Exploring the value of qualitative research films in clinical education. BMC Med Educ 2015; 15(1):214.
Ventura S, Onsman A. The use of popular movies during lectures to aid the teaching and learning of undergraduate pharmacology. Medical Teacher, 2009; 31(7), 662-4.
Zeppegno P, Gramaglia C, Feggi A, Lombardi A, Torre E. The effectiveness of a new approach using movies in the training of medical students. Perspect Med Educ 2015; 4(5):261-3.
Alexander M, Lenahan P, Pavlov A. Cinemeducation: a comprehensive guide to using film in medical education. Oxford: Radcliffe Publishing; 2005.
Baños JE, Bosch F. Using feature films as a teaching aid with medical students. Med Teach 2014; 37(9):883-4.
Blamont M, Carraud S. French weight-loss pill scandal set for landmark trial. Reuters 2019 September 20.
Cambra Badii I, Baños JE. The university goes to the movies: our experience using feature films and TV series in teaching health sciences students. In: Kim S, editor. Medical Schools: Past, Present and Future Perspectives. New York: Nova Publishers; 2020.
Darbyshire D, Baker. A systematic review and thematic analysis of cinema in medical education. Med Humanit 2012; 38(1):28-33.
European Medicines Agency. Pharmacovigilance: Overview.
Farré M (2013) Señores docentes, más cine por favor. Rev Med Cine 2013; 9(2):51-2.
Farré M, Bosch F, Roset PN, Baños JE (2004) Putting clinical pharmacology in context: the use of popular movies. J Clin Pharmacol 44(1):30-6.
Farré M, Papaseit E, Pérez-Mañá C, Baños JE. El cine comercial como recurso para la docencia de la Farmacología. Rev Med Cine. 2020;16(1):55-6.
Fritz GK, Poe RO. The role of a cinema seminar in psychiatric education. Am J Psychiatry 1979; 136(2):207-10.
Gorring H, Loy J, Spring H (2014) Cinemeducation: using film as an educational tool in mental health services. Health Info Libr J. 2014; 31(1):84-8.
Icart-Isern M, Diaz-Membrives M, Icart-Isern M. Vida y muerte de un fármaco en el siglo XXI. Del libro Mediator® 150mg. Combien de morts? (I. Franchon, 2010) a la película La fille de Brest (E. Bercort, 2016 Rev Med Cine. 2018; 14(1):5-12.
IMDb La doctora de Brest (2016). IMDb [Internet].
Kassai R. Cinemeducation in GP training. Educ Prim Care 2016; 27(3):239-40.
Klemenc Ketiš Z, Švab I (2017) Using movies in family medicine teaching: a ref- erence to EURACT Educational Agenda. Zdr Varst 2017; 56(2):99-106.
Kuhnigk O, Schreiner J, Reimer J, Emami R, Naber D, Harendza S. Cinemeducation in psychiatry: a seminar in undergraduate medical education combining a movie, lecture, and patient interview. Acad Psychiatry 2012; 36(3):205-10.
Law M, Kwong W, Friesen F, Veinot P, Ng SL. The current landscape of television and movies in medical education. Perspect Med Educ 2015; 4(5):218-24.
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), e327-e332.
Mateus JA, Baños JE, Papaseit E, Farré M. El lado oscuro de los fármacos en el cine. Rev Med Cine 2014; 11(2):87-96.
Toye F, Jenkins S, Seers K, Barker K. Exploring the value of qualitative research films in clinical education. BMC Med Educ 2015; 15(1):214.
Ventura S, Onsman A. The use of popular movies during lectures to aid the teaching and learning of undergraduate pharmacology. Medical Teacher, 2009; 31(7), 662-4.
Zeppegno P, Gramaglia C, Feggi A, Lombardi A, Torre E. The effectiveness of a new approach using movies in the training of medical students. Perspect Med Educ 2015; 4(5):261-3.
Cambra-Badii, I. ., De Lluc Francés, M. ., Farré, M., & Baños, J.-E. (2020). Cinemeducation: a rigorous method to teach pharmacovigilance procedures in clinical pharmacology. Journal of Medicine and Movies, 16(4), 307–314. https://doi.org/10.14201/rmc2020164307314
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