As medical ethics and professionalism education continues to equip medical students and residents with long-lasting tools, educators should continue to supplement proven teaching strategies with engaging, relatable, and generationally appropriate didactic supplements. However, popular teaching aids have recently been criticized in the literature and summative information on alternatives is absent. The purpose of this review is to evaluate and assess the functional use and application of short form audiovisual didactic supplements or "icebreakers" in medical ethics and professionalism teaching. A systematic (...) review of both the medical and humanities literature (i.e., PubMed/medline, Cochrane Library, and JSTOR) was conducted from inception to August 1, 2019. Final articles were subjected to a qualitative appraisal and thematic analysis. Thirteen articles were included for final analysis. Sixty-nine percent (n = 9) of the studies were published after 2000. Two studies were qualitative, one study was quantitative, and the remaining articles were commentaries. Short form audiovisual media was most popular outside of the United States (n = 10). Sixty-nine percent (n = 9) of articles advocated for self-contained media in the form of trigger films or short films/videos, while the remaining articles (n = 4) discussed the use of TV/film clips. Producibility of media was exclusive to short/trigger films. Nine themes were identified in the content analysis: adaptability, conversation catalyst, effective, engaging, nuance, practice, producibility, real, and subject diversity. The three most common themes in descending order of frequency were: conversation catalyst, realness, and adaptability. Trigger films represent an effective and unique pedagogical strategy in supplementing current medical ethics and professionalism teaching at the medical school level. (shrink)

ZusammenfassungObwohl Film nicht nur eine große Popularität und mediale Vertrautheit genießt, sondern auch als eine der bedeutendsten kulturprägenden Kunstformen der Gegenwart sowie als Mittel kollektiver Selbstverständigung und Ausdruck gesellschaftlicher Reflexion gelten kann, finden filmische Auseinandersetzungen mit aktuellen bioethischen Problemkonstellationen bislang kaum Beachtung im akademischen Diskurs. Dies gilt nicht nur für die vielschichtige Symbolbildung von Spielfilmen, sondern auch für das narrative Potenzial von Dokumentarfilmen. Dabei können dokumentarische Erzählformen wichtige Bedeutungsebenen ethischer Fragestellungen erschließen, indem sie Einblick in die individuellen Lebenslagen der Betroffenen (...) und ihre jeweiligen Perspektiven gewähren. Wie kaum ein anderes Medium ist der Dokumentarfilm geeignet, dabei die persönliche Dimension medizinischer Entscheidungen jenseits theoretischer Argumentationen erfahrbar zu machen. Dieser diskursive Mehrwert, den die Einbeziehung von Dokumentarfilmen in die bioethische Debatte haben kann, wird in diesem Beitrag zunächst als Theorie formuliert und anschließend an zwei Filmbeispielen erläutert, welche die Thematik der Leihmutterschaft aufgreifen und somit eine aktuelle Fragestellung der Reproduktionsmedizin ins Bild setzen. (shrink)

Background: Bioethical courses were introduced in the curricula in medical universities in Bulgaria in 1990s. In the beginning, the courses were mainly theoretical, and systematic case analyses and discussions of movies were introduced later on. The benefits of using films to teach ethics have been previously analyzed in the literature; however, to our knowledge such studies in Bulgaria are yet lacking. Objective: The aim of this study was to survey the opinions of students and analyze the results from the application (...) of movies in bioethics teaching in a medical university in the north of Bulgaria. Methodology: A survey was carried out among 92 students in the management of healthcare. Two movies were used, and separate protocols for film discussion were developed. Ethical considerations: The study was conducted anonymously and with students’ free informed consent. Results and discussion: The students distinguished in total 21 different dilemmas and concepts in the first movie. The ethical dilemmas were classified into five groups: general ethical issues, deontological issues, special ethical issues, principles of bioethics, and theories of ethics. The second movie focused students’ attention on the issues of death and dying. In total, 18 elements of palliative care were described by the students. The range of different categories was a positive indicator of an increased ethical sensitivity. The students evaluated the movies’ discussions as a generally positive educational approach. They perceived the experience as contributing to their better understanding of bioethical issues. Conclusion: The innovative approach was well accepted by the students. The introduction of movies in the courses of bioethics had the potential to provide vivid illustrations of bioethical issues and to contribute to the exploration of specific theses and arguments. The presentation and discussion should be preceded by accumulation of theoretical knowledge. The future of effective bioethics education lays in the interactive involvement of students. (shrink)