Department of Family Medicine, Medical School, University of Maribor, Slomskov trg 15, Maribor, Slovenia.
BMC Med Educ. 2011 Aug 23;11:60. doi: 10.1186/1472-6920-11-60.
Professionalism topics are usually not covered as a separate lesson within formal curriculum, but in subtler and less officially recognized educational activities, which makes them difficult to teach and assess. Interactive methods (e.g. movies) could be efficient teaching methods but are rarely studied. The aims of this study were: 1) to test the relevance and usefulness of movies in teaching professionalism to fourth year medical students and, 2) to assess the impact of this teaching method on students' attitudes towards some professionalism topics.
This was an education study with qualitative data analysis in a group of eleven fourth year medical students from the Medical School of University Maribor who attended an elective four month course on professionalism. There were 8 (66.7%) female students in the group. The mean age of the students was 21.9 ± 0.9 years. The authors used students' written reports and oral presentations as the basis for qualitative analysis using thematic codes.
Students recognised the following dimensions in the movie: communication, empathy, doctors' personal interests and palliative care. It also made them think about their attitudes towards life, death and dying.
The controlled environment of movies successfully enables students to explore their values, beliefs, and attitudes towards features of professionalism without feeling that their personal integrity had been threatened. Interactive teaching methods could become an indispensible aid in teaching professionalism to new generations.
专业精神主题通常不作为正式课程中的单独课程来涵盖，而是在更微妙和不太被正式认可的教育活动中涉及，这使得它们难以教授和评估。互动式方法（例如电影）可能是有效的教学方法，但很少被研究。本研究的目的是：1）测试电影在向四年级医学生教授专业精神方面的相关性和实用性，以及 2）评估这种教学方法对学生对某些专业精神主题的态度的影响。
这是一项教育研究，对马里博尔大学医学院的 11 名四年级医学生进行了定性数据分析，他们参加了为期四个月的专业精神选修课程。该组中有 8 名（66.7%）女性学生。学生的平均年龄为 21.9 ± 0.9 岁。作者使用学生的书面报告和口头陈述作为基础，使用主题代码进行定性分析。
学生在电影中认识到以下维度：沟通、同理心、医生的个人兴趣和姑息治疗。它还让他们思考自己对生活、死亡和临终的态度。
电影的受控环境成功地使学生能够在不感到自己的个人完整性受到威胁的情况下，探索他们对专业精神特征的价值观、信仰和态度。互动式教学方法可以成为向新一代教授专业精神不可或缺的辅助手段。
