Gallagher Peter, Wilson Nick, Jaine Richard
Medical Education Unit, University of Otago, Wellington, New Zealand.
Clin Teach. 2014 Apr;11(2):88-93. doi: 10.1111/tct.12178.
The undergraduate medical curriculum has earned a reputation for being overcrowded. The dilemma for educationalists is to determine what, if anything, can be jettisoned from a congested curriculum to accommodate new ideas or material.
We report on a small study that demonstrated that when movies are used innovatively, they enhance students' understanding of medicine and also have a minimal impact on the 'crowded' curriculum.
During a 5-week-long Public Health module students could borrow from the medical school library, free of charge, one or more movies, each with a public health message. In the final week of the module a 1.5-hour-long class was allocated when each student offered a brief synopsis of a movie that they had watched, and then identified key public health issues discussed in the movie.
Our study supports the view that the creative use of classroom time not only allows for better use of the timetable, but also proves to be an integrative, stimulating, and fun way for medical students to learn.
本科医学课程因内容过多而声名在外。教育工作者面临的困境是，要确定在拥挤的课程中可以舍弃哪些内容（如果有的话），以便纳入新的理念或材料。
我们报告一项小型研究，该研究表明，创新性地使用电影时，电影能增强学生对医学的理解，而且对“拥挤”的课程影响极小。
在为期5周的公共卫生课程模块中，学生可以从医学院图书馆免费借阅一部或多部带有公共卫生信息的电影。在该课程模块的最后一周，安排了一节1.5小时的课，让每个学生简要概述他们看过的一部电影，然后指出电影中讨论的关键公共卫生问题。
我们的研究支持这样一种观点，即创造性地利用课堂时间不仅能更好地利用课程表，而且对医学生来说，这也是一种综合、刺激且有趣的学习方式。
