Tehran University of Medical Sciences

Science Communicator Platform

Stay connected! Follow us on X network (Twitter):
Share this content! On (X network) By
Cinemedicine: Using Movies to Improve Students’ Understanding of Psychosocial Aspects of Medicine Publisher



Kadivar M1 ; Mafinejad MK2 ; Bazzaz JT3 ; Mirzazadeh A4 ; Jannat Z5
Authors
Show Affiliations
Authors Affiliations
  1. 1. Division of Neonatology, Department of Pediatrics, Children's Medical Center, Initiator of the Office of Art and Media in Medical Education, Tehran University of Medical Sciences, Tehran, Iran
  2. 2. Education Development Center, Health Professionals Education Research Center, Office of Art and Media in Medical Education, Tehran University of Medical Sciences, Tehran, Iran
  3. 3. Department of Medical Genetics, Tehran University of Medical Sciences, Tehran, Iran
  4. 4. Department of Internal Medicine, Department of Medical Education, Health Professionals Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
  5. 5. Children's Medical Center, Tehran University of Medical Sciences, Tehran, Iran

Source: Annals of Medicine and Surgery Published:2018


Abstract

Background: There are rising concerns about how to teach psychosocial aspects of medicine to students. The aim of the study was the use of “cinemedicine” as a tool and technique in teaching psychosocial aspects of medicine to medical students at Tehran University of Medical Sciences (TUMS). Methods: This was an educational study with quantitative and qualitative data analysis. Two hundred seventy medical students participated in this study. Nine sessions were held to teach psychosocial subjects in medicine using movies. Each session began with an initial explanation of the program objectives. After the show, medicine related points of the movie were discussed and analyzed by experts and students. In the end, questionnaires were distributed to assess the students’ perceptions. Results: The results of our study show that most of the students (84%) stated that teaching these subjects through movies was a nice event comparing to usual lectures. 56.5% of the students agreed with the application of points learned in the events in professional performance. The majority of the students (72.8%) agreed that participating in those events was useful for them as a physician and they would advise other students to attend to later sessions. Content analysis of the students’ notes uncovered three categories of cinemedicine: “learning by observation” “creation of a supportive and tangible learning” and “motivation for learning”. Conclusion: Cinemedicine provides the opportunity for medical students to learn psychosocial subjects related to medicine through observing and reflecting on movies. © 2018 The Authors