Abstract
BackgroundMedical schools are currently charged with a lack of education as far as empathic/relational skills and the meaning of being a health-care provider are concerned, thus leading to increased interest in medical humanities.DiscussionMedical humanities can offer an insight into human illness and in a broader outlook into human condition, understanding of one self, responsibility. An empathic relation to patients might be fostered by a matching approach to humanities and sciences, which should be considered as subjects of equal relevance, complementary to one another. Recently, movies have been used in medical – especially psychiatric - trainees education, but mainly within the limits of teaching a variety of disorders. A different approach dealing with the use of cinema in the training of psychiatry residents is proposed, based on Jung and Hillman’s considerations about the relation between images and archetypes, archetypal experience and learning.SummarySelected full-length movies or clips can offer a priceless opportunity to face with the meaning of being involved in a care-providing, helping profession.
Highlights
Medical schools are currently charged with a lack of education as far as empathic/relational skills and the meaning of being a health-care provider are concerned, leading to increased interest in medical humanities
Summary: Selected full-length movies or clips can offer a priceless opportunity to face with the meaning of being involved in a care-providing, helping profession
Movies have been recently used in medical, and psychiatric education [2,3,4,5,6], through the proposal of movie clubs, cinemeducation lectures [7,8,9,10,11] and/or special modules aimed at teaching about disorders, patient-therapist relationship [2,3,6,12], and in few cases issues such as psychotherapy [13], countertransference [14,15] or psychosocial formulation [16]
Summary
Medical schools are currently charged with a lack of education as far as empathic/relational skills and the meaning of being a health-care provider are concerned, leading to increased interest in medical humanities. Despite the widely acknowledged role of clinical empathy as a fundamental determinant of quality in medical care [1] and the growing emphasis on the importance of teaching humanities (e.g. art and literature) to medical students, this approach is often focused on “cultural” issues and to a lesser extent on emotional and relational ones. By means of this paper, our aim is to suggest a different perspective on cinema in the training of psychiatry residents, which can be considered a complementary and integrative perspective in addition to its currently described use
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