Use of Cinematic Films as a Teaching/Learning Tool for Adult Education
DOI:
https://doi.org/10.56105/cjsae.v29i1.5354Keywords:
Adult Learning, cinematic films, Medical educationAbstract
This study explores the utility of cinematic films as an adult learning/teaching tool for cultivating an appreciation of moral and ethical values among graduate‑level university students. In 2013 and 2014, film courses were offered to first‑year medical students at Aga Khan University, Karachi, Pakistan, as part of the Humanities and Social Sciences module. At the end of the module, a questionnaire‑based survey was administered to the students to evaluate the effectiveness of films as a learning tool. The majority of participants considered films to be more effective as a learning tool than the Internet or newspapers. They viewed films as an effective learning tool primarily because they provide a human connection and give insight into human psychology. After participating in the course, the participants appreciated films as a resource for learning. We conclude that cinematic films can be used as an effective supplementary adult learning/teaching tool.
References
Akram, A., A. O'Brien, A. O'Neill, and R. Latham. 2009. 'Crossing the line--learning psychiatry at the movies', Int Rev Psychiatry, 21: 267-8.
Alexander, M., M. N. Hall, and Y. J. Pettice. 1994. 'Cinemeducation: an innovative approach to teaching psychosocial medical care', Fam Med, 26: 430-3.
Ber, Rosalie , and Gideon Alroy. 2001. 'Twenty Years of Experience Using Trigger Films as a Teaching Tool', Academic Medicine, 76: 656–58.
Blasco, P. G., G. Moreto, A. F. Roncoletta, M. R. Levites, and M. A. Janaudis. 2006. 'Using movie clips to foster learners' reflection: improving education in the affective domain', Fam Med, 38: 94-6.
Bonah, Christian, and Anja Laukötter. 2009. 'Moving Pictures and Medicine in the First Half of the 20th Century: Some Notes on International Historical Developments and the Potential of Medical Film Research', Gesnerus, 2009: 121–46.
Cape, G. 2009. 'Movies as a vehicle to teach addiction medicine', Int Rev Psychiatry, 21: 213-7.
Castaldelli-Maia;, João Mauricio, Hercílio Pereira Oliveira;, Arthur Guerra Andrade;, Francisco Lotufo-Neto;, and Dinesh Bhugra. 2012. 'Using selected scenes from Brazilian films to teach about substance use disorders, within medical education', Sao Paulo Med. J., 130.
Huber, M., J. A. Knottnerus, L. Green, H. van der Horst, A. R. Jadad, D. Kromhout, B. Leonard, K. Lorig, M. I. Loureiro, J. W. van der Meer, P. Schnabel, R. Smith, C. van Weel, and H. Smid. 2011. 'How should we define health?', BMJ, 343: d4163.
IMDb. 'About Time '. http://www.imdb.com/title/tt2194499/.
———. 'Dead Poets Society '. http://www.imdb.com/title/tt0097165/.
———. 'Groundhog Day '. http://www.imdb.com/title/tt0107048/.
———. 'Wag the Dog ', Accessed 2015. http://www.imdb.com/title/tt0120885/.
Kalra, G. 2011. 'Psychiatry movie club: A novel way to teach psychiatry', Indian J Psychiatry, 53: 258-60.
Klemenc-Ketis, Z., and J. Kersnik. 2011. 'Using movies to teach professionalism to medical students. ', BMC medical education, 11: 60.
Knight, M., and M. Mather. 2009. 'Reconciling findings of emotion-induced memory enhancement and impairment of preceding items', Emotion, 9: 763-81.
María, Laura, and Moratal Ibáñez. 2007. 'The cinema and its holistic and humanitarian attitude towards disease', J Med Mov, 2007: 85-86.
Pavlov, A., and G. E. Dahlquist. 2010. 'Teaching communication and professionalism using a popular medical drama', Fam Med, 42: 25-7.
Peter Gallagher, Nick Wilson, and Richard Jaine. 2014. 'The efficient use of movies in a crowded curriculum', The Clinical Teacher, 11: 88-93.
Roger Y Wong, Sadra S Saber, Irene Ma, and J Mark Roberts. 2009. 'Using television shows to teach communication skills in internal medicine residency', BMC medical education, 9.
Self, Donnie J., D. C. Baldwin Jr, and M. A. R. G. I. E. Olivarez. 1993. 'Teaching medical ethics to first-year students by using film discussion to develop their moral reasoning', Academic Medicine, 68: 383-5.
Shigemune, Y., N. Abe, M. Suzuki, A. Ueno, E. Mori, M. Tashiro, M. Itoh, and T. Fujii. 2010. 'Effects of emotion and reward motivation on neural correlates of episodic memory encoding: a PET study', Neurosci Res, 67: 72-9.
Vanselow, N., A. C. Patricia, and Eds. 2004. 'Improving Medical Education:: Enhancing the Behavioral and Social Science Content of Medical School Curricula', National Academies Press.
Ventura, S., and A. Onsman. 2009. 'The use of popular movies during lectures to aid the teaching and learning of undergraduate pharmacology', Med Teach, 31: 662-4.
Wenger, N. S., H. Liu, and J. R. Lieberman. 1998. 'Teaching Medical Ethics to Orthopaedic Surgery Residents', The Journal of Bone & Joint Surgery, 80: 1125-31.
Downloads
Published
How to Cite
Issue
Section
License
Authors of manuscripts accepted for publication will be required to assign copyright to the Canadian Journal for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes (CJSAE). CJSAE requests that, as the creator(s)/author(s) of the manuscript your are submitting assign certain rights to the manuscript to the CJSAE in exchange for undertaking to publish the article in print and electronic form and, in general, to pursue its dissemination throughout the world. The rights the CJSAE requests are:
- The right to publish the article in print and electronic form or in any other form it may choose that is in keeping with its role as a scholarly journal with the goal of disseminating the work as widely as possible;
- The right to be the sole publisher of the article for a period of 12 months;
- The right to make the article available to the public within a period of not more than 24 months, as determined by relevant journal staff of the CJSAE;
- The right to grant republication rights to itself or others in print, electronic, or any other form, with any revenues accrued to be shared equally between the author(s) and the journal;
- The right to administer permission to use portions of the article as requested by others, seeking recompense when the CJSAE sees it as warrented;
- The right to seek or take advantage of opportunities to have the article included in a database aimed at increasing awareness of it;
- As the author(s), the CJSAE wishes you to retain the right to republish the article, with acknowledgement of the CJSAE as the original publisher, in whole or in part, in any other pbulication of your own, including any anthology that you might edit with up to three others;
- As the author(s), the CJSAE withes you to retain the right to place the article on your personal Web page or that of your university or institution. The CJSAE askes that you include this notice: A fully edited, peer-reviewed version of this article was first published by the Canadian Journal for the Study of Adult Education, <Year>, <Volume>, <Issue>, <Page Numbers>.
BY AGREEING TO THE FOREGOING, YOU CONFIRM THAT THE MANUSCRIPT YOU ARE SUBMITTING HAS NOT BEEN PUBLISHED ELSEWHERE IN WHOLE OR IN PART, AND THAT NO AGREEMENT TO PUBLISH IS OUTSTANDING.
SHOULD THE ARTICLE CONTAIN MATERIAL WHICH REQUIRES WRITTEN PERMISSION FOR INCLUSION, YOU AGREE THAT IT IS YOUR OBLIGATION IN LAW TO IDENTIFY SUCH MATERIAL TO THE EDITOR OF THE CJSAE AND TO OBTAIN SUCH PERMISSION. THE CJSAE WILL NOT PAY ANY PERMISSION FEES. SHOULD THE CJSAE BE OF THE OPINION THAT SUCH PERMISSION IS NECESSARY, IT WILL REQUIRE YOU TO PURSUE SHUCH PERMISSSION PRIOR TO PUBLICATION.
AS AUTHOR(S), YOU WARRANT THAT THE ARTICLE BEING SUBMITTED IS ORIGINAL TO YOU.
Provided the foregoing terms are satisfactory, and that you are in agreement with them, please indicate your acceptance by checking the appropriate box and proceed with your submission.
This copyright agreement was extracted with permission from the "Best practices guide to scholarly journal publishing" (2007), produced by the Canadian Association of Learned Journals (CALJ).
