Fiction and film as teaching instruments in higher health care education

Abstract

Teaching of the sciences of behaviour in higher health care education is sparse. The authors believe that students with increased knowledge and education of the human mind and soul would have a wider understanding of the human nature. Physiology describes the anatomy and function of the body, but in order to describe life/the living human, they were looking for a tool to describe the mind/ soul as well as the body; to describe the connection between the two. Their intention was to teach the knowledge of the human being as an exciting experience and not just as a patient but as a larger concept; a human being in all its dimensions.To understand the multidimensional structure of behaviour, as many perspectives as possible are needed. In using film and fiction in education, the authors want the students to use their own sensory systems and emotions to learn about behaviour. As fiction and film expose the microcosmos, the audience will experience the microcosmos in the spotlight. The purpose of this article is to stimulate and inspire other teachers to use these means in higher health care education.

Using film in teaching and learning about changing societies

“…Less common has been the use of films as a medium of storytelling for learning, even though Raymond Williams introduced films as a tutorial subject in the WEA branch in Battle in 1950. More recently film has been used to facilitate learning in health education (Perssona and Perssona 2008), media literacy Thompson 2007a, 2007b), popular culture (Stuckey and Kring 2007), labour studies (Zaniello 2003, Brigden 2008, ethics in business (Burton 2008), diversity awareness (Johnson 2010 ) and teaching politics (Zaniello 2007, Chang andCryer 2009). This paper looks at how films were used in a graduate adult education subject, Using film for critical pedagogy, to pose questions about pressing social issues in the world around us. While a variety of film sources-feature films, internet video, advertisements, documentary, independent, agitational and campaigning filmswere shown, the focus of this paper is on a series of feature films, which were chosen in order to highlight a particular approach to learning.…”

Minimizing human dignity: staff perception of abuse in health care

“…14 The method has also been used in higher medical education. 15,16 Moral imagination is a term and a concept that has become more and more common, especially in literature on professional ethics. One definition of moral imagination is ‘an ability to imaginatively discern various possibilities for acting in a given situation and to envision the potential help and harm that are likely to result from a given action’.…”

Using Film Clips to Teach Teen Pregnancy Prevention:The Gloucester 18at a Teen Summit

“…Authors explored the value of current, meaningful movie showings, followed by focused and reflective discussions, to address such topics as health, violence prevention, risky behavior, body image, dieting, substance use, sexual decision making, and obesity (Lowe, Jones, & Banks, 2007;Rich & Bar-on, 2001;Woolfe-King, Maisto, Carey, & Vanable, 2010). Postsecondary educators discussed the use of film and film clips in teaching nursing and health care students about human behavior (Herrman, 2006;McConville & Lane, 2006;Perrson & Perrson, 2008).…”