The Value of Cinemeducation in Health Sciences Education

Badii, Irene Cambra; González-Caminal, Griselda; Gomar-Sancho, Carmen; Piqué-Buisan, Joel; Guardiola, Elena; Baños, Josep Eladi

doi:10.1007/978-3-031-22452-2_3

New Paradigms in Healthcare

2023

DOI: 10.1007/978-3-031-22452-2_3

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The Value of Cinemeducation in Health Sciences Education

Irene Cambra Badii

Griselda González-Caminal

Carmen Gomar-Sancho

et al.

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2024

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Cited by 2 publications

(1 citation statement)

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“…Although several of these reports describe experiences using cinemeducation, there is scarce information on the systematization of their use in teaching activities and their assessments (Darbyshire and Baker 2012;Law et al 2015;Hoffman et al 2018;Cambra Badii and Baños 2020;Rueb et al 2022a;Cambra-Badii et al 2023).…”

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confidence: 99%

Cinemeducation to teach patient safety: an experience in medical students

Cambra-Badii,

Gomar-Sancho,

Mastandrea

et al. 2024

Humanit Soc Sci Commun

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From early in medical school, students need to learn about patient safety, and how to prevent and reduce risks, errors and harm that occur to patients during health care provision. Cinemeducation is a teaching methodology that uses fragments of feature films or TV series in medical education. We hypothesized that cinemeducation could help simplify the comprehension of complex situations for students, aiding in the learning of patient safety and the understanding of human behaviors that impact it. This concept stands as an integral component within a comprehensive medical humanities approach. The study population was the 70 medical students of the second course of a six-year undergraduate program. In a 2-h class, after learning objectives were established, students watched a fragment from TV series The Resident centered on adverse events, and discussed them afterward. To measure learning achievements, we administered a 10-question multiple-choice pre and post-test and a 2-question open-essay post-test. Given the complexity of the concepts related to patient safety, we used a mixed quali-quantitative approach. An exploratory descriptive and content analysis was performed. Sixty-eight students participated and completed the questionnaires. Despite high pre-intervention scores, post-intervention scores improved (mean difference 0.779, 95% CI: 0.475–1.083, p < 0.001). The open-essay questions provided more information about the learning points, mostly related to the understanding of system error and preventive measures against adverse events. Classical teaching methods may be insufficient for learning how to deal with complex situations in hospital contexts. Our results show that cinemeducation may significantly improve learning on patient safety. Cinemeducation methodology can be effective in teaching some complex concepts in medical education. The integration of cinemeducation within medical education, through the lens of medical humanities, offers a dynamic approach to teaching patient safety. By using cinematic narratives to explore intricate medical scenarios, students engage with real-world complexities and the influence of human factor, enhancing their understanding.

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confidence: 99%

Cinemeducation to teach patient safety: an experience in medical students

Cambra-Badii,

Gomar-Sancho,

Mastandrea

et al. 2024

Humanit Soc Sci Commun

Self Cite

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Beyond lectures and practical courses: Teaching pharmacology using imaginative pedagogical tools

Baños,

Blanco-Reina,

Bellido-Estévez

et al. 2024

Pharmacological Research

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The Value of Cinemeducation in Health Sciences Education

Cited by 2 publications

References 40 publications

Cinemeducation to teach patient safety: an experience in medical students

Cinemeducation to teach patient safety: an experience in medical students

Beyond lectures and practical courses: Teaching pharmacology using imaginative pedagogical tools

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