gms | German Medical Science

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

15.09. - 17.09.2022, Halle (Saale)

Cinemeducation anhand des M23-Kinos: eine Mixed-Methods-Studie über die Motivation für die Teilnahme und den Nutzen für Studierende

Meeting Abstract

  • presenting/speaker Mike Rüb - LMU München, Institut für Medizinische Informationsverarbeitung Biometrie und Epidemiologie, München, Deutschland; LMU Klinikum, Klinik für Psychiatrie und Psychotherapie, München, Deutschland
  • Matthias Siebeck - LMU Klinikum, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Deutschland
  • Eva Rehfuess - LMU München, Pettenkofer School of Public Health, München, Deutschland; LMU München, Institut für Medizinische Informationsverarbeitung Biometrie und Epidemiologie, München, Deutschland
  • Lisa Pfadenhauer - LMU München, Pettenkofer School of Public Health, München, Deutschland; LMU München, Institut für Medizinische Informationsverarbeitung Biometrie und Epidemiologie, München, Deutschland

Gemeinsame Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA) und des Arbeitskreises zur Weiterentwicklung der Lehre in der Zahnmedizin (AKWLZ). Halle (Saale), 15.-17.09.2022. Düsseldorf: German Medical Science GMS Publishing House; 2022. DocV-19-01

doi: 10.3205/22gma124, urn:nbn:de:0183-22gma1249

Veröffentlicht: 14. September 2022

© 2022 Rüb et al.
Dieser Artikel ist ein Open-Access-Artikel und steht unter den Lizenzbedingungen der Creative Commons Attribution 4.0 License (Namensnennung). Lizenz-Angaben siehe http://creativecommons.org/licenses/by/4.0/.


Gliederung

Text

Objective: The purpose of this paper [1] is to explore why medical students attend the cinemeducation course M23 Cinema (M23C) at LMU Munich and whether a film screening with a subsequent expert and peer discussion benefits their studies and their future careers as medical doctors.

Methods: An exploratory sequential mixed methods study design was used [2]. Qualitative research, i.e. three focus groups, four expert interviews, one group interview and one narrative interview, was conducted to inform a subsequent quantitative survey. Qualitative data was analysed using qualitative content analysis and quantitative data was analysed descriptively. The findings were integrated using the “following a thread” protocol.

Results: In total, 28 people were interviewed and 503 participants responded to the survey distributed at seven M23C screenings. Participants perceive the M23C as informal teaching where they learn about perspectives on certain health topics through the combination of film and discussion while spending time with peers. The reasons for and reported benefits of participation varied with educational background, participation frequency and gender. On average, participants gave 5.7 reasons for attending the M23C. The main reasons for participating were the film, the topic and the ability to discuss these afterwards as well as to spend an evening with peers. Attending the M23C was reported to support the students’ memory with regards to certain topics addressed in the M23C when the issues resurface at a later stage, such as during university courses, in the hospital, or in their private life (see figure 1 [Fig. 1]).

Discussion: The M23C is characterised by its unique combination of film and discussion that encourages participants to reflect upon their opinions, perspectives and experiences. Participating in the M23C amplified the understanding of biopsychosocial aspects of health and illness in students. Thus, cinemeducative approaches such as the M23C may contribute to enabling health professionals to develop and apply humane, empathetic and relational skills.

Take home messages:

  • The different groups of participants have varying preferences of motivation.
  • Cinemeducation seems to promote social competences in the sense of the biopsychosocial model [3].
  • Attending the M23C was reported to support the students’ memory with regards to topics dealt with.

References

1.
Rueb M, Siebeck M, Rehfuess E, Pfadenhauer L. Cinemeducation in medicine: a mixed methods study on students' motivations and benefits. BMC Med Educ. 2022;22(1):172. DOI: 10.1186/s12909-022-03240-x Externer Link
2.
Schifferdecker KE, Reed VA. Using mixed methods research in medical education: basic guidelines for researchers. Med Educ. 2009;43(7):637-644. DOI: 10.1111/j.1365-2923.2009.03386.x Externer Link
3.
Engel GL. Sounding board. The biopsychosocial model and medical education. Who are to be the teachers? N Engl J Med. 1982;306(13):802-805. DOI: 10.1056/NEJM198204013061311 Externer Link