Abstract:

“Cinemeducation” is a teaching method using short film sequences to enhance the learning experience. Herein we report how “cinemeducation” were perceived by two different groups of health care students; (i) 52 students in the medical program, 3d semester. (ii) 25 students in the Intensive care and Anesthesia specialist nurse training program.

Both groups were shown 3-4 minutes of a film exemplifying a patient with heart failure (Godfather, 1970, Marlon Brando). Before viewing the movie sequence students were presented with questions to be answered in the following group discussion. Medical students were asked; what did you see, -hear, -feel, -think. Please try to find relevance for the pathophysiology of heart failure.
Anesthesia-intensive care nurses were asked; how do you/we think about what you/ we do when the patient arrives at the intensive care or anesthesia department?

Students discussed the questions in groups of 8-14 individuals for 30 minutes and each group presented their ideas on the whiteboard. When all the groups’ ideas were on the whiteboard the whole class commented upon the result together with the teacher.

At the end of the lecture a majority of the students from both groups were positive to the concept however at the following evaluation some differences appeared. The medical students liked the concept of “cinemeducation” as an extra activity but not instead of “The classic lecture”.
The Anesthesia-intensive care nursing students however did not see any need for “The classic lecture” they were able to deduct al the pathophysiology of heart failure knowledge they needed from the ideas on the whiteboard and the accompanying comments from fellow students and the teacher.


“Cinemeducation” had a very positive effect on how the nursing students perceived and appreciated the pathophysiology of heart failure training. The nursing students were clearly able to relate and benefit from there clinical experience and associate to the film clip and corresponding pathophysiology. The med school students were even though they were enthusiastic and did a surprisingly good job not able to find security in there subject knowledge and thus needed a complementary lecture to reach the same level of confidence as the nursing students had been able to do from the “cinemeducation”. When a new group of medical students were first given not a classic lecture but an interactive lecture on the subject matter combined with examples of reasoning around the pathophysiology of heart failure issues the much better appreciated the following “cinemeducation”.

In conclusion “cinemeducation” has a clear place in the training program for experienced health workers such as the Intensive care and Anesthesia specialist nurses. If combined with an interactive lecture “cinemeducation” also have a place in the medical school curricula and may be a god alternative to the present form of teacher centered lectures.

Future research needs and questions: How do we encourage train the medical school students to become more secure and willing to open up to alternative teaching methods that clearly improved the more experienced students learning and appreciation of the educational moment? Is it just a question of experience?

Keywords:

Cinemeducation.