Medical education focuses predominantly on the science of medicine neglecting the arts and human relationships. Medical humanities was developed to provide a “differing” perspective of the arts. Movies play an important role in the medical humanities and have been used to address various subjects such as medical ethics, doctor–patient relationship, clinical research, mental illness, and professionalism during medical school. Movies involve the affective domain, promote reflection, and link learning to experiences. Movies can teach empathetic behaviors, self-reflection, compassion, and other skills. Movies have been used in a variety of disciplines such as family medicine, psychiatry, internal medicine, and clinical pharmacology among others. Faculty should identify possible topics where movies can be used. Then, they have to create a shortlist of suitable movies and identify the movie to be screened. A list of suitable activities and exercises to promote critical analysis and reflection should be created. Before the screening, a brief introduction to the movie can be provided. The screening should be followed by group activities, presentations, and facilitator inputs. Movies have been used to address topics such as domestic violence, cultural medicine, and attitude toward chronic illness. Most published reports about the use of movies are from the USA. Reports from Canada, Europe, and Argentina are also common. Movies have been used in some Caribbean medical schools and are being increasingly used in South Asian medical schools. A variety of instruments can be used to obtain feedback. There are various databases and collections which will be helpful in choosing appropriate movies.