The current landscape of television and movies in medical education

Law, Marcus; Kwong, Wilson; Friesen, Farah; Ng, Stella

doi:10.1007/s40037-015-0205-9

Cited by 54 publications

(41 citation statements)

References 40 publications

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“…In summary, to the best of our knowledge, we are the first university hospital offering a systematic seminar for teaching rare diseases in internal medicine utilizing a very well-known medical TV show such as “House MD”. This is an important teaching approach as most studies confirm the potential of medical drama in teaching soft skills like teamwork, medical ethics and doctor-patient communication [ 25 , 6 , 26 , 9 , 27 – 29 ]. Interestingly, viewing episodes of “House MD” was almost a social event sometimes and many students discussed bioethical issues within the seminars, as reported by Czarny et al recently [ 11 ].…”

Section: Discussionmentioning

confidence: 99%

Teaching medicine with the help of “Dr. House”

et al. 2018

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TV series such as “House MD”, “Grey´s Anatomy” or “Emergency Room” are well perceived by medical students. Seminars featuring medical TV series such as “House MD” might serve as door-opener to attract medical students to learn more about rare diseases. The TV series “House MD” is troublesome for the main character Dr. House is an excellent diagnostician but at the same time a rather misanthropic person. Therefore, lecturing medicine with the help of “House MD” requires constant evaluation. From 2008 to 2016 we are using the well-known TV series “House MD” continuously to attract medical students and teach them about rare diseases as well as diagnostic strategies. We collected from 213 students a detailed questionnaire assessing their learning experience. 76.6% of our students (n = 157) reported to watching medical dramas on a regular basis. The Dr. House seminar was compared to traditional seminars and our students reported an improved learning effect (69.9%), better concentration (89.7%), higher motivation to participate (88.7%), and more fun (86.7%) (all p<0.001). The students see Dr. House’s behavior quite critically. Likert assessment on a 5-point scale identified strong disagreement with Dr. House´s interpersonal skills in dealing with his colleagues (median = 1) and patients (median = 1). At the same time, the students strongly agreed with his outstanding diagnostic (median = 5) and therapeutic capabilities (median = 4). Medical students visiting a Dr. House teaching seminar are highly motivated to learn more about rare diseases. They were positively influenced by TV series such as Dr. House to improve their diagnostic and clinical skills. At the same time, they are critical enough not to see Dr. House as a role model for their own personality. Well performed medical TV shows such as Dr. House can successfully be used in an educational setting to motivate medical students to come into seminars to learn more about rare diseases.

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Section: Discussionmentioning

confidence: 99%

Teaching medicine with the help of “Dr. House”

et al. 2018

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“…This finding is supported by evidence that television and movies can be effective in fostering humanistic, compassionate, and person-centered orientations in medical students. 29 Our study has important limitations. We only collected data from first-year medical students at one medical school.…”

Section: Discussionmentioning

confidence: 90%

Addressing Medical Students’ Negative Bias Toward Patients With Obesity Through Ethics Education

Geller

Watkins

2018

AMA Journal of Ethics

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Background: Negative bias toward patients with obesity is an ethical challenge in patient care. Several interventions to mitigate medical students' negative weight bias have been tried but none with an explicit focus on ethics. Here we describe first-year medical students' attitudes toward obesity and our effort to improve their attitudes through an innovative ethics session embedded within the required course, "Obesity, Nutrition, and Behavior Change," at Johns Hopkins University School of Medicine.Methods: Precourse survey data were collected from 6 first-year cohorts (2012)(2013)(2014)(2015)(2016)(2017). Before the ethics session, students take the Implicit Association Test (IAT) to measure implicit weight bias. During the session, students discuss their classmates' personal struggles with weight, beliefs about causes of obesity, and the IAT results. They also watch and discuss video clips from the TV show House depicting negative weight bias. In addition, the 2017 cohort was surveyed 4 months later to evaluate the impact of different components of the session on students' self-reported attitudes.Results: All students responded to the precourse survey. Across cohorts, IAT results revealed that 70% of students held a thin preference, 18% were neutral and 12% held a fat preference. Forty-seven percent had personally struggled with weight loss. While most students thought obesity is a disease (89%) or behavioral (88%), 74% thought it results from ignorance, and 28% thought people with obesity are lazy. Among the 59 respondents to the follow-up survey, 30% reported improvement in their attitudes after the session. Over 40% thought it was useful to discuss students' personal struggles with weight and the IAT and survey results, and over 70% thought the House video clips were useful.

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“…In university classrooms, television dramas have mainly used in medical topics. Shelton (2001), Hirt, Wong, Erichsen & White (2012), Law, Kwong, Friesen, Veinot & Ng (2015), Hether, Huang Beck, Murphy, and Valente (2008) claim that the teachings that transmit medical series not only affect future doctors but to patients and the general public, to teach them about health issues in a way in which they recorded the information remains permanently.…”

Section: Literature Reviewmentioning

confidence: 99%

Television Series Use in Teaching and Learning Professional Ethics in Communication

Nicolás-Gavilán¹,

Galbán-Lozano²

2017

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The work presented here is an exploratory and descriptive study under a qualitative approach. It purposes was to show the use of television series, as a means of teaching and learning professional ethics in communication undergraduate students. Among the results we found two direct areas of impact: teaching and learning. In the case of teaching, the professor shows an innovative practice and she realized different ways to improve it as a continuous way to advance her teaching. In the case of learning, the use of television series promoted the interest of the students and a significant learning. However, the most important finding of this study is that the teaching experience has contributed in the educational process of communicators specifically in ethical thinking.

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The current landscape of television and movies in medical education

Cited by 54 publications

References 40 publications

Teaching medicine with the help of “Dr. House”

Teaching medicine with the help of “Dr. House”

Addressing Medical Students’ Negative Bias Toward Patients With Obesity Through Ethics Education

Television Series Use in Teaching and Learning Professional Ethics in Communication

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