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Alahmari AA. Professionalism, Ethics, and Realism of Television Medical Dramas as Perceived by Saudi Medical Students. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231175037. [PMID: 37457898 PMCID: PMC10345923 DOI: 10.1177/23821205231175037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Accepted: 04/24/2023] [Indexed: 07/18/2023]
Abstract
Objectives Since their debut, medical dramas have been popular, particularly among medical students. This study examined how much time medical students spend watching medical TV shows and their impressions of the shows' professionalism, ethics, and realism. Methods A survey on medical students' medical drama viewing behavior and perceptions with regard to bioethics was given to 341 first- to fifth-year undergraduate medical students at a university in Al Majmaah, Saudi Arabia. The poll gathered demographic information, TV medical drama watching habits, bioethical and professional concerns in medical dramas, and the sources of bioethical knowledge. Results The most popular medical dramas were The Good Doctor, Grey's Anatomy, and House M.D. Compared with English-language television medical dramas, Arabic ones were less popular. Ninety-one percent of students watched television alone. There was no statistically significant difference in respondents' perceptions of ethics accuracy based on year of study, gender, or whether they discussed it with friends. In comparison to students who had not seen any medical dramas, those who had were more inclined to view them as a credible source of ethical advice (P-value .04). Conclusions There is a high interest in medical programs among medical students, and these programs can be used to teach them about the ethical aspects of practicing medicine.
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Affiliation(s)
- Abdussalam A. Alahmari
- Department of Otolaryngology, College of Medicine, Majmaah University, Al Majmaah, Saudi Arabia
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Cambra-Badii I, Moyano E, Ortega I, Baños JE, Sentí M. TV medical dramas: health sciences students' viewing habits and potential for teaching issues related to bioethics and professionalism. BMC MEDICAL EDUCATION 2021; 21:509. [PMID: 34565375 PMCID: PMC8474903 DOI: 10.1186/s12909-021-02947-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Accepted: 09/15/2021] [Indexed: 05/25/2023]
Abstract
BACKGROUND Medical dramas have been popular since their inception, especially among medical students. We hypothesized that the recent increase in the availability of TV medical series through online streaming platforms has probably changed health science students' viewing habits as well as the representation of bioethical conflicts and health professionals. METHODS We invited undergraduate students of medicine, nursing, and human biology to complete a self-administered questionnaire about their viewing habits and perceptions of the depictions of bioethical issues and professionalism in TV medical series. RESULTS Of the 355 respondents, 98.6 % had watched TV in the last year, 93.5 % watched TV series, and 49.6 % watched medical dramas more than once a week. The most-viewed medical dramas were The Good Doctor, House MD, and Grey's Anatomy. The most-remembered bioethical topics were medical errors, inappropriate professional behaviors, and death. Most students considered that ideals of professionalism were depicted positively and professionals were portrayed as intelligent, professionally qualified, and competent. CONCLUSIONS Medical dramas are very popular with health science students and are potentially useful as teaching tools for discussing issues related to bioethics and professionalism.
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Affiliation(s)
- Irene Cambra-Badii
- Chair in Bioethics, Universitat de Vic - Universitat Central de Catalunya, Carrer Miquel Marti i Pol, 1, 08500, Vic, Spain.
- Research Group Education in Health Sciences, Department of Experimental and Health Sciences, Universitat Pompeu Fabra, Barcelona, Spain.
| | - Elisabet Moyano
- Research Group Education in Health Sciences, Department of Experimental and Health Sciences, Universitat Pompeu Fabra, Barcelona, Spain
| | - Irene Ortega
- School of Health and Life Sciences, Universitat Pompeu Fabra, Barcelona, Spain
| | - Josep-E Baños
- School of Medicine, Universitat de Vic - Universitat Central de Catalunya, Vic, Spain
| | - Mariano Sentí
- Research Group Education in Health Sciences, Department of Experimental and Health Sciences, Universitat Pompeu Fabra, Barcelona, Spain
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Changing the channel on medical ethics education: systematic review and qualitative analysis of didactic-icebreakers in medical ethics and professionalism teaching. Monash Bioeth Rev 2020; 39:125-140. [PMID: 33070300 DOI: 10.1007/s40592-020-00120-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/10/2020] [Indexed: 10/23/2022]
Abstract
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.
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Rattani A, Kaakour D, Syed RH, Kaakour AH. Rethinking TV and movies in medical ethics and professionalism education. MEDICAL TEACHER 2020; 42:477-478. [PMID: 31280636 DOI: 10.1080/0142159x.2019.1626981] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Affiliation(s)
- Abbas Rattani
- Stritch School of Medicine, Loyola University Chicago, Maywood, CA, USA
| | - Dalia Kaakour
- Miller School of Medicine, University of Miami, Miami, FL, USA
| | - Raafay H Syed
- Spaulding Rehabilitation Network, Harvard Medical School, Boston, MA, USA
| | - Abdul-Hadi Kaakour
- Keck School of Medicine, University of Southern California, Los Angeles, CA, USA
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Terry D, Peck B. Television as a Career Motivator and Education Tool: A Final-Year Nursing Student Cohort Study. Eur J Investig Health Psychol Educ 2019; 10:346-357. [PMID: 34542489 PMCID: PMC8314239 DOI: 10.3390/ejihpe10010026] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2019] [Revised: 12/19/2019] [Accepted: 12/21/2019] [Indexed: 11/16/2022] Open
Abstract
Fictional medical programs are often used for more than just their recreational enjoyment; they can also influence career decision making. Very little research has examined the pedagogical value of fictional medical programs in terms of their motivational value in the choice of a nursing career. As such, the aim of this study was to examine what motivated nursing students to choose nursing careers, if fictional medical programs were motivators, and if they are used by students as a learning tool. The cross-sectional study collected data using a questionnaire and occurred between April and June 2018. The findings were generated from students’ short answers and extended responses within the questionnaire. Data were analysed using descriptive and inferential statistics, while qualitative data were analysed thematically. A total of 291 students participated (82.6% response rate), with motivations for entering nursing being similar to other international studies; however, as motivators, fictional medical television programs were rated higher than job security. Overall, students engage with medical television programs along a television–learning continuum, ranging from limited watching time, recognising inaccuracies, understanding dialogue, through to using fictional medical television programs as tools for learning. However, this is dependent on time, interest, current level of understanding, and a program’s perceived value.
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Law M, Kwong W, Friesen F, Veinot P, Ng SL. The current landscape of television and movies in medical education. PERSPECTIVES ON MEDICAL EDUCATION 2015; 4:218-224. [PMID: 26381289 PMCID: PMC4602016 DOI: 10.1007/s40037-015-0205-9] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
BACKGROUND Using commercially available television and movies is a potentially effective tool to foster humanistic, compassionate and person-centred orientations in medical students. AIM We reviewed pedagogical applications of television and movies in medical education to explore whether and why this innovation holds promise. METHODS We performed a literature review to provide a narrative summary on this topic. RESULTS Further studies are needed with richer descriptions of innovations and more rigorous research designs. CONCLUSION As we move toward evidence-informed education, we need an evidence- based examination of this topic that will move it beyond a 'show and tell' discussion toward meaningful implementation and evaluation. Further exploration regarding the theoretical basis for using television and movies in medical education will help substantiate continued efforts to use these media as teaching tools.
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Affiliation(s)
- Marcus Law
- Department of Family & Community Medicine, Faculty of Medicine, University of Toronto, Room 2325, Medical Sciences Building, 1 King's College Circle, M5S 1A8, Toronto, ON, Canada.
- Centre for Faculty Development, Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, ON, Canada.
- Toronto East General Hospital, Toronto, ON, Canada.
| | | | - Farah Friesen
- Centre for Faculty Development, Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, ON, Canada
| | | | - Stella L Ng
- Centre for Faculty Development, Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, ON, Canada
- Department of Speech-Language Pathology, University of Toronto, Toronto, Ontario, Canada
- Centre for Ambulatory Care Education, Women's College Hospital, Toronto, Ontario, Canada
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Weaver R, Wilson I. Australian medical students' perceptions of professionalism and ethics in medical television programs. BMC MEDICAL EDUCATION 2011; 11:50. [PMID: 21798068 PMCID: PMC3162942 DOI: 10.1186/1472-6920-11-50] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/19/2011] [Accepted: 07/29/2011] [Indexed: 05/12/2023]
Abstract
BACKGROUND Medical television programs offer students fictional representations of their chosen career. This study aimed to discover undergraduate medical students' viewing of medical television programs and students' perceptions of professionalism, ethics, realism and role models in the programs. The purpose was to consider implications for teaching strategies. METHODS A medical television survey was administered to 386 undergraduate medical students across Years 1 to 4 at a university in New South Wales, Australia. The survey collected data on demographics, year of course, viewing of medical television programs, perception of programs' realism, depiction of ethics, professionalism and role models. RESULTS The shows watched by most students were House, Scrubs, and Grey's Anatomy, and students nominated watching 30 different medical programs in total. There was no statistical association between year of enrolment and perceptions of accuracy. The majority of students reported that friends or family members had asked them for their opinion on an ethical or medical issue presented on a program, and that they discussed ethical and medical matters with their friends. Students had high recall of ethical topics portrayed on the shows, and most believed that medical programs generally portrayed ideals of professionalism well. CONCLUSIONS Medical programs offer considerable currency and relevance with students and may be useful in teaching strategies that engage students in ethical lessons about practising medicine.
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Affiliation(s)
- Roslyn Weaver
- Family and Community Health Research Group, University of Western Sydney, Narellan Road Campbelltown NSW 2560, Australia
| | - Ian Wilson
- Medical Education Unit, School of Medicine, University of Western Sydney, Narellan Road Campbelltown NSW 2560, Australia
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CQ sources/bibliography. Camb Q Healthc Ethics 2010; 19:527-9. [PMID: 20803819 DOI: 10.1017/s0963180110000423] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Czarny MJ, Faden RR, Nolan MT, Bodensiek E, Sugarman J. Response to open peer commentaries on "Medical and nursing students' television viewing habits: potential implications for bioethics". THE AMERICAN JOURNAL OF BIOETHICS : AJOB 2008; 8:W1. [PMID: 19085462 DOI: 10.1080/15265160802595074] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
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