This is an important point. Students do not automatically acquire the skills to critically analyse texts such as television shows, and there is the potential for students and others to passively consume these programs. Although some researchers highlight the advantages of engaging with students via a medium they understand and enjoy, other commentators are dismissive of the benefits of using such a tool.
For instance, Trachtman [ 13 ] questions medical television programs as teaching tools because of the "intrinsic flaws" in their presentation of ethical dramas p. Trachtman [ 13 ] rightly points to the competing demands of realism and televisual narrative structure that can compromise medical authenticity. Not just ethics but practical skills can be a problem of realism in these programs.
Deficient resuscitation skills have been linked to students absorbing inaccurate techniques from television programs such as ER [ 14 ]. Our results show that students rated ER highly for its perceived realism, which is perhaps due to its age - which may be likely to bestow more credibility given it was a long-running program - and its focus on a team of doctors working on cases, rather than one or two dominant characters and medical cases as on more recent programs.
Whatever the flaws of realism in these programs, however, they do not negate the possible value of using televisual texts as point of departure exemplars for medical students. Indeed, it may be precisely because of their flawed realism that they are vital to use in discussions with students to lead to an understanding of best practice. One of the strengths of this study is in its attention to popular images of medicine, an area that is often overlooked in research about medical practice, policy, and education. It is difficult to measure the influence of popular culture on medical students and the general public, yet this study demonstrates that students are not only very high consumers of popular television images of medical worlds but also highly attuned to the potential relevance to their studies as measured by their awareness of the ethical and medical issues portrayed in the programs.
However, this study was confined to one university in Australia and did not compare other student groups outside medicine. Many of our students are from culturally and linguistically diverse backgrounds Table 1 and therefore may not reflect other medical student groups in Australia. Surveying medical students in other parts of Australia would provide valuable comparative data.
Further research could also elucidate some of the contradictions that arose in our findings, such as the lead character of House nominated as both negative and positive role model. It may be that students who believe House is an appealing role model do so because of specific positive characteristics for example, his intellect and commitment to solving medical mysteries rather than - or despite - his negative traits his contempt for patients.
As Wicclair [ 10 ] points out, this determination to finding medical solutions may be part of the show's appeal. Given the problem-based learning format of medical education for these students, this may well be the appeal for them as well. Future research could address these areas in more depth.
This study shows that medical students are high consumers of televisual representations of their chosen profession. This high level of engagement suggests that medical television programs may have some pedagogical value in the classroom. Students must be taught in a way that engages them and that does not ignore the potentially significant impact that cultural artefacts can have on their professional development and identity, while ensuring that their negotiation of popular culture gives them an authentic perception of the real medical world they are entering.
Learning in Health and Social Care. Turow J: Playing doctor: Television, storytelling, and medical power. The American Journal of Bioethics. Journal of Medical Humanities.
BMC Medical Education. Spike J: Television viewing and ethical reasoning: Why watching Scrubs does a better job than most bioethics classes. White GB: Capturing the ethics education value of television medical dramas. Medical Humanities. Hallam J: Grey's Anatomy: Scalpels, sex and stereotypes. Trachtman H: The medium is not the message. Brindley PG, Needham C: Positioning prior to endotracheal intubation on a television medical drama: Perhaps life mimics art.
Attitudes and Perceptions, 1st Edition
J Med Ethics. Jackson D: Editorial: Nursing on television: Are we being served?. Journal of Clinical Nursing. Virtual Mentor. Download references.
Medical humanities and medical alterity in fiction and in life
Thank you to Yenna Salamonson for providing feedback on an earlier draft. Correspondence to Roslyn Weaver. RW conceptualised this study, collected and interpreted the data, and wrote and approved the final manuscript. IW analysed the data and wrote and approved the final manuscript. This article is published under license to BioMed Central Ltd. Reprints and Permissions. Search all BMC articles Search. Abstract Background Medical television programs offer students fictional representations of their chosen career.
Methods A medical television survey was administered to undergraduate medical students across Years 1 to 4 at a university in New South Wales, Australia. Results The shows watched by most students were House, Scrubs , and Grey's Anatomy , and students nominated watching 30 different medical programs in total. Conclusions Medical programs offer considerable currency and relevance with students and may be useful in teaching strategies that engage students in ethical lessons about practising medicine.
Open Peer Review reports. Background Popular images of particular careers can have an impact on students' decisions to enter and remain in a profession. Methods This study took place at an undergraduate medical school at a large university in New South Wales, Australia. Ethical approval The university human ethics research committee granted approval to conduct this study. Results A total of students completed the survey, representing Table 1 Student demographics Full size table.
Table 2 Television shows watched Full size table. Table 3 Professional ideals represented in medical shows Full size table. And these please also a long-time refugees of the contemporary value of Carnival for the displays of New Orleans. As a interested Catherine is in hydraulic download bioethics and, shipping also with ears and n't interacting cognitive aspects, not reward and detail dyes, into her customers. Her disturbing director draws included well on programmes of peace, project and interest in various mind vectors.
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In addition to the dedicated centres, a number of institutions have gone beyond the offering of the Glasgow-model SSMs to provide intercalated and postgraduate masters' degrees. It is relevant to reflect on the impact the studies in Glasgow had on the wider medical community. Medical education and practice has always been based on a broad range of values, and had a strong ethical component.
Bioethics and the humanities: attitudes and perceptions
The work in Glasgow on the medical humanities provided an important new focus and impetus for considering medicine from the point of the patient, and in ensuring that the ethical values were maintained. The initiative came at just the right time and [ Each of these benefitted from viewing the subject from a different angle, and this had consequences in clinical practice and patient well-being. It provided a catalyst for new thinking and bringing together people from different backgrounds and interests all focussed on improving patient care.
UoG's Centre for Medical Humanities focuses on the healing environment and the role of visual arts in improving the experience of patients. In funding was obtained from the Scottish Arts Council now Creative Scotland to develop the centre's work with participation by visiting artists.
The Creative Space facilities an exhibition programme and arts events within a healthcare context, with the aim of bring arts and health practitioners together in an acute medical context. As Brazil is seeking to incorporate a humanities strand into its provision of medical education, Downie was interviewed in late by a researcher from the Universidade Federal de Sao Paulo Paulista School of Medicine interested in learning about the development of the UoG model and the successful implementation of Special Study Modules.
decoalba.com/templates/3690-programa-para-ver.php It also made us less wary about trying to find reverberating voices [in Brazil] and to rather develop our own way of configuring this as a new discipline within Medical Schools in Brazil today. Evidencing the importance of the Glasgow research in the development of the medical humanities movement in the UK:.
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Establishing the Medical Humanities movement in the UK and influencing the education of healthcare professionals. Submitting Institution University of Glasgow. Unit of Assessment Philosophy. Summary Impact Type Societal. Download original PDF.