Abstract
ABSTRACT Introduction Contemporary medical education prioritizes the development of scientific knowledge and technical skills, associated with professional attitudes. Attitudes are components of affective ability and influence medical practice, so they should be taught systematically during undergraduate training. The use of films as a pedagogical resource in medical training allows reflection on the biopsychosocial context in which the patient is inserted, contributing to the development of humanistic attitudes among students and future physicians. Objective To evaluate the effectiveness of cinema as an educational resource in teaching humanistic attitudes to medical students. Material and Methods A cross-sectional, quasi-experimental, qualitative and quantitative study was carried out with 107 students from the first to sixth year of the medical course of the Federal University of Amapá. The Medical Students Attitude Scale (validated by the author Maria de Fátima Colares, 2002) was used before and after the exhibition of films related to relevant themes in the medical area. This psychometric scale is composed of multiple-choice Likert-type responses and aims to assess the attitudes of medical students regarding the following factors: primary health care; psychological and emotional aspects involved in diseases; ethical aspects in professional practice; mental illness, death-related situations; scientific research. The Wilcoxon Rank Test was used to compare data from paired samples. Results All the factors evaluated by the medical students attitudes scale related to relevant aspects of medical practice showed a significant increase in the frequency of positive attitudes (p < 0.05) among the first- to fourth-year students following the cinema sessions. The fifth- and sixth-year students did not present significant changes in attitudes related to death, mental illness and contribution to the scientific advancement of medicine. Conclusion Cinema is an effective pedagogical tool in teaching humanistic attitudes in the preclinical series of the medical course.
Highlights
Contemporary medical education prioritizes the development of scientific knowledge and technical skills, associated with professional attitudes
The context of medical education has undergone several changes in recent decades, based on findings that there was a lack of traditional medical courses training students with the characteristics expected of a future professional, such as communication skills, competence in performing practical tasks, aptitude for personal development and professionalism[2]
Among the skills required for the training of future physicians, affective skills represent a challenge in the educational process, since there is no consensus about a training model for students regarding attitudes and behaviours related to medical practice[3]
Summary
Contemporary medical education prioritizes the development of scientific knowledge and technical skills, associated with professional attitudes. The use of films as a pedagogical resource in medical training allows reflection on the biopsychosocial context in which the patient is inserted, contributing to the development of humanistic attitudes among students and future physicians. The Medical Students Attitude Scale (validated by the author Maria de Fátima Colares, 2002) was used before and after the exhibition of films related to relevant themes in the medical area. Several strategies have been proposed to promote the teaching of humanistic attitudes during undergraduate medical training, including the incentive toward knowledge in the area of human sciences, so that students can recognise the sociocultural aspects of each individual and, practice patient-centred medicine, as well as the development of evaluative methods with effective instruments capable of measuring the actual learning of the interpersonal skills foreseen in curricular grids[6,7]
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