CINEMATOGRAPHIC RESOURCES IN TEACHING-LEARNING MEDICAL SKILLS
1 UPV/EHU Faculty of Medicine and Odontology (SPAIN)
2 UPV/EHU Faculty of Medicine and Odontology; Hospital Santiago Apóstol (SPAIN)
3 Hospital Santiago Apóstol (SPAIN)
About this paper:
Appears in: INTED2012 Proceedings
Publication year: 2012
Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain
Abstract:The teaching of Psychiatry and Medical Psychology in the Faculty of Medicine and Odontology at the University of the Basque Country in Spain has been carried out via three methods; lectures, practical classes and work, carried out by students in small groups, which were later presented and discussed in medium sized groups. Another methodology was the use of vignettes related to a clinical situation which required the students to provide a solution.
Within the most relevant strategies for teaching and learning psychiatry, we use the audiovisual material as an innovative method: the students see selected films and scenes with the objective of analyzing those scenes. Through modeling, students are able to notice and understand behaviors, attitudes and characteristics of illnesses seen in real life or in vital sequencing and often present in circumstances inaccessible to the therapist which result useful aspects for the medical task. On the other hand, when the scenes illustrated behaviors and attitudes of health professionals themselves, the method allowed the modeling of them.
Moreover, access to medical intervention and the real experiences of the doctor-patient relationship (experiential-learning) is complex and sometimes compromised (due mainly to aspects of professional secrecy, confidentiality, ethical aspects, etc.). This is why in Medicine there is a growing need for new methodologies to innovate the most active and participatory ones (standardized simulated patients, computer simulations, use of mannequins, clinical case studies, vignettes, study reports and tests).
With the aim of designing innovative actions in teaching learning medical-psychological skills in students of Medicine, a group of teachers proposed the development of training materials using a nearby resource to the students- via cinema and commercial films- to help provide interpersonal relationship skills and attitudes consistent with the multiple requirements of being a doctor.
We consider that this project would be able to promote active learning of students with an innovative and proactive approach, based on learning in group discussions and tutored development of training materials.
The teachers chose a number of 5-6 commercial films in which it would be possible to analyze specific aspects of Medicine and/or Medical Psychology or Psychiatry.
Later, we proceeded to the selection of illustrative sequences in the films of different aspects of the doctor – patient relationship; as well as to the academic treatment and specialized analysis of the selected sequences. Finally, we achieved several illustrative vignettes on aspects of the doctor -patient relationship in different situations.
The students watched the films and discussed the selected vignettes in small groups and plenary sessions.
The activity was evaluated by the students via a questionnaire with regards to the aspects analyzed in the film and the evaluation of the methodology used.
The activity was extremely well evaluated by students. They were able to consider all aspects of the doctor-patient relationship and experiences of doctors and of patients specifically, that otherwise could be unlikely experienced.
Moreover, the students preferred to watch the complete film, in order to experience and live the emotions shown in the audiovisual resources such as music, colours, images, looks, and the narrative in its entirety, etc.
Keywords: Teaching-learnig, medical skills, films, vignettes.