Using feature films as a teaching aid with medical students

Dear Sir

Feature films are powerful tools for conveying information, as they introduce characters, plots and events in a convincing way. As also happens in novels, many of them often deal with human beings, especially with the consequences of disease, such as suffering, emotions, ethical dilemmas or social conflicts. Many authors have discussed using feature films as teaching aids with medical students in fields such as clinical microbiology, pharmacology, bioethics, medical ethics, the doctor–patient relationship, preclinical and clinical research, mental illness, drug addiction, palliative care, medical professionalism and social conflicts in medical care (Darbyshire & Baker 2012). In our experience, the use of this teaching aid with undergraduate students of biomedicine can help them learn about subjects might otherwise be difficult to understand using traditional teaching approaches. For those interested in using feature films in their regular teaching, we would like to recommend some basic principles (Alexander et al. 2005).

To find the most useful film for teaching purposes, it is advisable to read the available information regarding the film (reviews, interviews, etc.) and to watch it critically a number of times. This strategy enables the teacher to take useful notes and determine if its content matches with students’ knowledge. While it is important is to recognize the factual mistakes of the film, we consider that, sometimes, plausibility may be better than accuracy. The best films for medical education are those that are focused on a few critical and concrete points rather that those with a vague plot. However, it is recommended that the film not only considers medical aspects, but also social and humanistic aspects of diseases. Once the film is chosen, set up the activity in the classroom like any other of the syllabus. This should include the definition of educative objectives, a general introduction of the activity, the preparation of some points to spark debate and the establishment of realistic assessments. Regarding this last item, teachers should also aim to measure the contribution of the activity to the improvement of students’ knowledge, as there is a lack data regarding this aspect in medical literature. In summary, we would highlight the importance of choosing an appropriate film, the need for careful planning and an adequate assessment of students following the activity. More research evidence is needed to clarify the actual value of using feature films in the training of medical students.

Declaration of interest: The authors report no conflicts of interest.