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Uzun Vaka Olarak Sinema Filmlerinin Kullanımına Bir Örnek: The Doctor

Year 2019, Volume: 18 Issue: 54, 63 - 75, 30.04.2019
https://doi.org/10.25282/ted.499251

Abstract

Amaç: Uzun vaka olarak seçilen The Doctor filmi üzerinden klinik öncesi
süreçteki tıp fakültesi öğrencilerinin hasta hekim ilişkisinin olumlu ve
olumsuz yönleri ile ilişkisinin etik boyutu hakkındaki görüşlerini belirlemek
amaçlanmıştır.

Gereç ve
yöntem:

Araştırmada filmin
yirmi dördüncü dakikasındaki sahne ile final sahnesi için önceden hazırlanan iki adet
yarı yapılandırılmış sorgulama formu kullanıldı.  Bu sayede öğrencilerin yönlendirilmeden
görüşlerini açıklayabilmesine olanak sağlanmıştır. Bu formlar film izlenirken ilgili
dakikalarda öğrencilere dağıtılarak öğrencilerin konu hakkındaki görüşleri alındı.
Çalışma
gönüllülük bildiren ve filmi izleyip çalışma formunu eksiksiz dolduran
öğrencilerle yürütüldü. Çalışmaya 58 kız, 40 erkek toplam 98 öğrenci
katıldı.

Bulgular:
Hasta hekim ilişkisinde hekimin erken tanı koyması, etkin tedavi planı yapması
sergilediği hekimlik bilgi ve becerileri öğrenciler tarafından olumlu yönler
olarak belirlendi. Bununla birlikte hekimin kötü haberi vermedeki başarısızlığı,
empatik yaklaşım sergilememesi, işlemler sürecinde hastaya bilgilendirme yapmaması,
hastayı dinlememesi ve meslektaşına gösterilmesi gereken deontolojik yaklaşımın
sergilememesi gibi tutumlar olumsuz hekim tutumları olarak sıralandı. Kız
öğrenciler erkek öğrencilerden daha fazla oranda; hekimin kötü haberi çok
başarısız verdiği, empatik yaklaşım göstermediği ve meslektaşına uygun
deontolojik yaklaşım sergilemediği görüşündeydi.  Hekim adaylarının hastanın yaşadıklarını
anlayabilmesi için hastanede hasta olarak kalmalarının istendiği sahneye
ilişkin, öğrencilerin
%63,3‘ü böyle bir deneyime gerek olmadığını ve bu becerinin eğitimle
kazanılabilir olduğunu
bildirirmiştir. Bununla birlikte daha önce hastaneye yatış deneyimine
sahip olan öğrenciler hastalığın ve hastaneye yatmanın hastayı anlamaya büyük
katkı sağlayacağı inancındaydı.







Sonuç: Klinik öncesi
süreçteki tıp fakültesi öğrencileri; uzun vaka olarak seçilen filmideki
hikaye üzerinden mesleki bilgi ve becerinin önemi, kötü haberi verme,
empatik yaklaşım sergileme, hasta olan bir meslektaşıyla kuracağı ilişkinin
doğası ve hastalık sürecini deneyerek öğrenme gibi karmaşık etik konular
hakkında görüş bildirebilmişlerdir. Böylelikle
öğrencilerin  iyi bir hekimin sahip
olması gereken temel özellikleri hakkındaki düşüncelerine ilişikin ipuçları da
elde edilebilmiştir.

References

  • 1. Fox E, Arnold RM, Brody B. Medical ethics education: past, present, and future. Academic Medicine 1995; 70(9): 761-769.
  • 2. Coulehan J, Williams PC. Conflicting professional values in medical education. Cambridge Quarterly of Healthcare Ethics 2003; 12(1): 7-20.
  • 3. Jackson M, Calman K. Medical Education past, present and future. Medical Education 2006; 40(3): 190-192.
  • 4. Norman G. Medical education: past, present and future. Perspectives on Medical Education 2012; 1(1): 6-14.
  • 5. Dereboy İF, Gürel M, Erpek S, Şavk O. Tıp eğitiminde tam entegrasyona doğru: Menderes deneyimi. Toplum ve Hekim 2001; 16(3):194-204.
  • 6. Civaner M, Okuyan ZA, Şemin S. Dokuz Eylül Üniversitesi Tıp Fakültesi’nde Mesleksel Değerler ve Etik Eğitimi: Üç yıllık deneyim, sorunlar ve öneriler. Tıp Fakültesi Dergisi 2001; Özel Sayısı: 57-61.
  • 7. Turan-Özdemir S. Tıp eğitimi ve standartlar. Uludağ Üniversitesi Tıp Fakültesi Dergisi 2005; 31(2): 133-137.
  • 8. Kurdak H, Altıntaş D, Doran F. Medical education in Turkey: past to future. Medical Teacher 2008; 30(8): 768-773.
  • 9. Sayek İ, Odabaşı O. Türk Tabipleri Birliği Mezuniyet Öncesi Tıp Eğitimi Raporu 2010.Türk Tabipleri Birliği Yayınları: ISBN 978-605-5867-38-6
  • 10. Elçin M, Odabaşı O, Sayek İ. İyi hekimlik uygulamaları. Hacettepe Tıp Dergisi 2004; 35:179-181.
  • 11. Akın BA, Yakıncı MC. Hastalık konulu anlatı filmleriyle tıp eğitimi. Çocuk Sağlığı ve Hastalıkları Dergisi 2013; 56(4): 208-217.
  • 12. Self DJ, Baldwin DC, Olivarez M. Teaching medical ethics to first-year students by using film discussion to develop their moral reasoning. Academic Medicine 1993; 38 (5): 383-385.
  • 13. Alexander M, Hall MN, Pettice YJ. Cinemeducation: an innovative approach to teaching psychosocial medical care. Family Medicine 1994; 26(7): 430-433.
  • 14. Reagan LJ, Tomes N, Treichler PA. (Eds.) Medicine's moving pictures: medicine, health, and bodies in American film and television 2007; University Rochester Press.
  • 15. Lumlertgul N, Kijpaisalratana N, Pityaratstian N, Wangsaturaka D. Cinemeducation: A pilot student project using movies to help students learn medical professionalism. Medical Teacher 2009; 31(7): 327-332.
  • 16. Colt H, Quadrelli S, Lester F. (Eds.). The picture of health: Medical ethics and the movies. 2011, Oxford University Press.
  • 17. Colt H. Movies and Medical Ethics. In: Macneill P. (eds) Ethics and the Arts. Springer, Dordrecht 2014: 67-78.
  • 18. Mercadé AB. Clinic bioethics and cinematographic narrative. Journal of Medicine and Movies 2008;1(3): 77-81.
  • 19. Öztaş S. Tarih Öğretimi ve Filmler. Kastamonu Eğitim Dergisi 2008; 16 (2): 543-556.
  • 20. Seren LP, Yakıncı C. Tıp eğitiminde akılda kalıcılığı nasıl sağlarız? Çocuk Sağlığı ve Hastalıkları Dergisi 2015; 58(3): 123-130.
  • 21. AlarcónWA, Aguirre CM. The cinema in the teaching of medicine: palliative care and bioethics. Journal of Medicine and Movies 2007; 3(1): 32-41.
  • 22. Blasco PG. Literature and movies for medical students. Famıly Medıcıne 2001; 33(6): 426-427.
  • 23. Fritz GK, Poe R0. The role of a cinema seminar in psychiatric education. The American journal of psychiatry 1979; 136(2): 207-210.
  • 24. Darbyshire D, Baker PA systematic review and thematic analysis of cinema in medical education. Medical Humanit 2012;38(1):28-33. doi: 10.1136/medhum-2011-010026
  • 25 Deloney LA, Graham CJ. Developments: Wit: Using drama to teach first-year medical students about empathy and compassion. Teaching and learning in medicine 2003; 15(4): 247-251.
  • 26. Wilson AH, Blake BJ, Taylor GA, Hannings G. Cinemeducation: Teaching Family Assessment Skills Using Full‐Length Movies. Public Health Nursing 2013; 30(3):239-245.
  • 27. Purwaningtyas RS. Survival Instinct In Nick Cassavetes’s My Sister’s Keeper Movie (2009): A Psychoanalytic Approach (Doctoral dissertation, Universitas Muhammadiyah Surakarta). 2013.
  • 28. Klemenc-Ketis Z, Kersnik J. Using movies to teach professionalism to medical students. BMC Medical Education 2011; 11(1): 60-65.
  • 29. Özcakır A, Bilgel N. Educating medical students about the personal meaning of terminal illness using the film, “Wit”. Journal of Palliative Medicine 2014; 17(8):913-917.
  • 30. Lumlertgul N, Kijpaisalratana N, Pityaratstian N, Wangsaturaka D. Cinemeducation: A pilot student project using movies to help students learn medicalprofessionalism. Medical Teacher 2009; 31(7): 327-332.
  • 31. DiBartolo MC, Seldomridge LA. Cinemeducation: teaching end-of-life issues using feature films. Journal of Gerontological Nursing 2009; 35(8): 30-36.
  • 32. Dobbins EH. The impact of end-of-life curriculum content on the attitudes of associate degree nursing students toward death and care of the dying. Teaching and Learning in Nursing 2011; 6(4): 159-166.
  • 33. Yoo MS, Park JH, Lee SR. The effects of case-based learning using video on clinical decision making and learning motivation in undergraduate nursing students. Journal of Korean Academy of Nursing 2010; 40(6): 863-871.
  • 34. Terzioğlu C, Eskiyurt R, Özkan B. (2017). Psikiyatri hemşireliği eğitiminde sinema filmi izletilmesi yöntemi ile öğrencilerin bakım uygulamalarındaki farkındalıklarının araştırılması. Sağlık Bilimleri ve Meslekleri Dergisi 2017; 4(3): 149-161.
  • 35. Alexander M. The doctor: a seminal video for cinemeducation. Family Medicine 2002; 34(2):92-96.
  • 36. Jahan F, Siddiqui MA, Al Zadjali NM, Qasim R. Recognition of core elements of medical professionalism among medical students and faculty members. Oman Medical Journal 2016, 31(3):196-204.
  • 37. Maudsley G, Williams EM, Taylor D. Junior medical students' notions of a ‘good doctor’and related expectations: a mixed methods study. Medical Education 2007; 41(5): 476- 486.
  • 38. Onan A, Elçin M, Turan S. Profesyonel Değerlerin Tıp Fakültesi Öğrencilerinin Deneyimleri Üzerinden Değerlendirilmesi. STED 2012; 21 (6): 312-318.
  • 39. Park KH, Roh H, Suh, DH, Hojat M. (2015). Empathy in Korean medical students: findings from a nationwide survey. Medical Teacher 2015; 37(10): 943-948.
  • 40. Mostafa A, Hoque R, Mostafa M, Rana MM, Mostafa F. Empathy in undergraduate medical students of Bangladesh: psychometric analysis and differences by gender, academic year, and specialty preferences. ISRN psychiatry 2014; 1-7.
  • 41. Grosseman S, Hojat M, Duke PM, Mennin S, Rosenzweig S, Novack D. Empathy, self-reflection, and curriculum choice. Interdisciplinary Journal of Problem-Based Learning 2014; 8(2): 35-41.
  • 42.Chen DC, Kirshenbaum DS, Yan J, Kirshenbaum, E, Aseltine RH. Characterizing changes in student empathy throughout medical school. Medical Teacher 2012; 34(4): 305-311.
  • 43. Kataoka HU, Koide N, Ochi K, Hojat M, Gonnella JS. Measurement of empathy among Japanese medical students: psychometrics and score differences by gender and level of medical education. Academic Medicine 2009; 84(9): 1192-1197.
  • 44. Costa P, Alves R, Neto I, Marvao P, Portela M, Costa MJ. Associations between medical student empathy and personality: a multi-institutional study. PLOS One 2014; 9(3): 1-7.
  • 45. Wilkes M, Milgrom E, Hoffman JR. Towards more empathic medical students: a medical student hospitalization experience. Medical Education 2002; 36(6): 528-533.
  • 46. Downie RS. Towards more empathic medical students: a medical student hospitalization experience. Medical education 2002; 36(6): 504-505.
  • 47. Ortabağ T. Tosun N. Bebiş H, Yava A, Çiçek HS, Akbayrak N. Yatağın diğer tarafı: Hemşirelik Yüksek Okulu birinci sınıf öğrencilerinin eğitim amaçlı hastaneye yatma deneyimleri. Gülhane Tıp Dergisi 2010; 52(3):189-197.
  • 48. Park KH, Roh H, Suh DH, Hojat M. Empathy in Korean medical students: findings from a nationwide survey. Medical Teacher 2015; 37(10): 943-948.

An Example of Using Cinema Films as a Long Case: The Doctor

Year 2019, Volume: 18 Issue: 54, 63 - 75, 30.04.2019
https://doi.org/10.25282/ted.499251

Abstract

Background: The aim of this study was to determine the positive and negative aspects of medical faculty students in the pre-clinical period regarding the patient-doctor relationship and the ethical dimension of this relationship through the film of “The Doctor” selected as a long case.

Methods: Two semi-structured questionnaires prepared for the final scene and the set in the twenty-fourth minute of the film were used. Therefore, the students were able to explain their opinions without being guided. These forms were handed out to the students in the related minutes and their opinions about the issue were received. The study was conducted with voluntary students who watched the film and filled the form completely. Totally 98 students including 58 female and 40 male students participated in the study.

Results: The early diagnosis of the physician in the patient-doctor relationship, making an effective treatment plan and the knowledge and skills of the physician were determined as the positive attitudes by the students. However; the failure of the physician in terms of sharing bad news, not showing any empathy, not informing the patient during the procedures, not listening the patient and not showing a deontological approach to his colleague were listed as negative attitudes of the physician. Female students were found to be more than male students having the opinion that the physician shared the bad news very unsuccessfully, did not show any empathy and did not present appropriate deontological approach to his colleague. Regarding the scene when the doctor candidates were asked to be hospitalized as a patient in order to understand the patient’s experiences; 63.3% of the students reported that such an experience was not necessary and that this skill could be acquired through education. On the other hand, students with previous hospitalization experience believed that the disease and hospitalization would contribute greatly in terms of understanding the patient.

Conclusions: Medical faculty students in the pre-clinical period were able to express their views on complex ethical issues such as the importance of professional knowledge and skills, delivering bad news, showing an empathic approach, the nature of the relationship with a sick colleague and learning by trying the process of illness through the story in the film selected as the long case. Thus, clues were obtained about the opinions of the students regarding the basic characteristics of a good physician.

References

  • 1. Fox E, Arnold RM, Brody B. Medical ethics education: past, present, and future. Academic Medicine 1995; 70(9): 761-769.
  • 2. Coulehan J, Williams PC. Conflicting professional values in medical education. Cambridge Quarterly of Healthcare Ethics 2003; 12(1): 7-20.
  • 3. Jackson M, Calman K. Medical Education past, present and future. Medical Education 2006; 40(3): 190-192.
  • 4. Norman G. Medical education: past, present and future. Perspectives on Medical Education 2012; 1(1): 6-14.
  • 5. Dereboy İF, Gürel M, Erpek S, Şavk O. Tıp eğitiminde tam entegrasyona doğru: Menderes deneyimi. Toplum ve Hekim 2001; 16(3):194-204.
  • 6. Civaner M, Okuyan ZA, Şemin S. Dokuz Eylül Üniversitesi Tıp Fakültesi’nde Mesleksel Değerler ve Etik Eğitimi: Üç yıllık deneyim, sorunlar ve öneriler. Tıp Fakültesi Dergisi 2001; Özel Sayısı: 57-61.
  • 7. Turan-Özdemir S. Tıp eğitimi ve standartlar. Uludağ Üniversitesi Tıp Fakültesi Dergisi 2005; 31(2): 133-137.
  • 8. Kurdak H, Altıntaş D, Doran F. Medical education in Turkey: past to future. Medical Teacher 2008; 30(8): 768-773.
  • 9. Sayek İ, Odabaşı O. Türk Tabipleri Birliği Mezuniyet Öncesi Tıp Eğitimi Raporu 2010.Türk Tabipleri Birliği Yayınları: ISBN 978-605-5867-38-6
  • 10. Elçin M, Odabaşı O, Sayek İ. İyi hekimlik uygulamaları. Hacettepe Tıp Dergisi 2004; 35:179-181.
  • 11. Akın BA, Yakıncı MC. Hastalık konulu anlatı filmleriyle tıp eğitimi. Çocuk Sağlığı ve Hastalıkları Dergisi 2013; 56(4): 208-217.
  • 12. Self DJ, Baldwin DC, Olivarez M. Teaching medical ethics to first-year students by using film discussion to develop their moral reasoning. Academic Medicine 1993; 38 (5): 383-385.
  • 13. Alexander M, Hall MN, Pettice YJ. Cinemeducation: an innovative approach to teaching psychosocial medical care. Family Medicine 1994; 26(7): 430-433.
  • 14. Reagan LJ, Tomes N, Treichler PA. (Eds.) Medicine's moving pictures: medicine, health, and bodies in American film and television 2007; University Rochester Press.
  • 15. Lumlertgul N, Kijpaisalratana N, Pityaratstian N, Wangsaturaka D. Cinemeducation: A pilot student project using movies to help students learn medical professionalism. Medical Teacher 2009; 31(7): 327-332.
  • 16. Colt H, Quadrelli S, Lester F. (Eds.). The picture of health: Medical ethics and the movies. 2011, Oxford University Press.
  • 17. Colt H. Movies and Medical Ethics. In: Macneill P. (eds) Ethics and the Arts. Springer, Dordrecht 2014: 67-78.
  • 18. Mercadé AB. Clinic bioethics and cinematographic narrative. Journal of Medicine and Movies 2008;1(3): 77-81.
  • 19. Öztaş S. Tarih Öğretimi ve Filmler. Kastamonu Eğitim Dergisi 2008; 16 (2): 543-556.
  • 20. Seren LP, Yakıncı C. Tıp eğitiminde akılda kalıcılığı nasıl sağlarız? Çocuk Sağlığı ve Hastalıkları Dergisi 2015; 58(3): 123-130.
  • 21. AlarcónWA, Aguirre CM. The cinema in the teaching of medicine: palliative care and bioethics. Journal of Medicine and Movies 2007; 3(1): 32-41.
  • 22. Blasco PG. Literature and movies for medical students. Famıly Medıcıne 2001; 33(6): 426-427.
  • 23. Fritz GK, Poe R0. The role of a cinema seminar in psychiatric education. The American journal of psychiatry 1979; 136(2): 207-210.
  • 24. Darbyshire D, Baker PA systematic review and thematic analysis of cinema in medical education. Medical Humanit 2012;38(1):28-33. doi: 10.1136/medhum-2011-010026
  • 25 Deloney LA, Graham CJ. Developments: Wit: Using drama to teach first-year medical students about empathy and compassion. Teaching and learning in medicine 2003; 15(4): 247-251.
  • 26. Wilson AH, Blake BJ, Taylor GA, Hannings G. Cinemeducation: Teaching Family Assessment Skills Using Full‐Length Movies. Public Health Nursing 2013; 30(3):239-245.
  • 27. Purwaningtyas RS. Survival Instinct In Nick Cassavetes’s My Sister’s Keeper Movie (2009): A Psychoanalytic Approach (Doctoral dissertation, Universitas Muhammadiyah Surakarta). 2013.
  • 28. Klemenc-Ketis Z, Kersnik J. Using movies to teach professionalism to medical students. BMC Medical Education 2011; 11(1): 60-65.
  • 29. Özcakır A, Bilgel N. Educating medical students about the personal meaning of terminal illness using the film, “Wit”. Journal of Palliative Medicine 2014; 17(8):913-917.
  • 30. Lumlertgul N, Kijpaisalratana N, Pityaratstian N, Wangsaturaka D. Cinemeducation: A pilot student project using movies to help students learn medicalprofessionalism. Medical Teacher 2009; 31(7): 327-332.
  • 31. DiBartolo MC, Seldomridge LA. Cinemeducation: teaching end-of-life issues using feature films. Journal of Gerontological Nursing 2009; 35(8): 30-36.
  • 32. Dobbins EH. The impact of end-of-life curriculum content on the attitudes of associate degree nursing students toward death and care of the dying. Teaching and Learning in Nursing 2011; 6(4): 159-166.
  • 33. Yoo MS, Park JH, Lee SR. The effects of case-based learning using video on clinical decision making and learning motivation in undergraduate nursing students. Journal of Korean Academy of Nursing 2010; 40(6): 863-871.
  • 34. Terzioğlu C, Eskiyurt R, Özkan B. (2017). Psikiyatri hemşireliği eğitiminde sinema filmi izletilmesi yöntemi ile öğrencilerin bakım uygulamalarındaki farkındalıklarının araştırılması. Sağlık Bilimleri ve Meslekleri Dergisi 2017; 4(3): 149-161.
  • 35. Alexander M. The doctor: a seminal video for cinemeducation. Family Medicine 2002; 34(2):92-96.
  • 36. Jahan F, Siddiqui MA, Al Zadjali NM, Qasim R. Recognition of core elements of medical professionalism among medical students and faculty members. Oman Medical Journal 2016, 31(3):196-204.
  • 37. Maudsley G, Williams EM, Taylor D. Junior medical students' notions of a ‘good doctor’and related expectations: a mixed methods study. Medical Education 2007; 41(5): 476- 486.
  • 38. Onan A, Elçin M, Turan S. Profesyonel Değerlerin Tıp Fakültesi Öğrencilerinin Deneyimleri Üzerinden Değerlendirilmesi. STED 2012; 21 (6): 312-318.
  • 39. Park KH, Roh H, Suh, DH, Hojat M. (2015). Empathy in Korean medical students: findings from a nationwide survey. Medical Teacher 2015; 37(10): 943-948.
  • 40. Mostafa A, Hoque R, Mostafa M, Rana MM, Mostafa F. Empathy in undergraduate medical students of Bangladesh: psychometric analysis and differences by gender, academic year, and specialty preferences. ISRN psychiatry 2014; 1-7.
  • 41. Grosseman S, Hojat M, Duke PM, Mennin S, Rosenzweig S, Novack D. Empathy, self-reflection, and curriculum choice. Interdisciplinary Journal of Problem-Based Learning 2014; 8(2): 35-41.
  • 42.Chen DC, Kirshenbaum DS, Yan J, Kirshenbaum, E, Aseltine RH. Characterizing changes in student empathy throughout medical school. Medical Teacher 2012; 34(4): 305-311.
  • 43. Kataoka HU, Koide N, Ochi K, Hojat M, Gonnella JS. Measurement of empathy among Japanese medical students: psychometrics and score differences by gender and level of medical education. Academic Medicine 2009; 84(9): 1192-1197.
  • 44. Costa P, Alves R, Neto I, Marvao P, Portela M, Costa MJ. Associations between medical student empathy and personality: a multi-institutional study. PLOS One 2014; 9(3): 1-7.
  • 45. Wilkes M, Milgrom E, Hoffman JR. Towards more empathic medical students: a medical student hospitalization experience. Medical Education 2002; 36(6): 528-533.
  • 46. Downie RS. Towards more empathic medical students: a medical student hospitalization experience. Medical education 2002; 36(6): 504-505.
  • 47. Ortabağ T. Tosun N. Bebiş H, Yava A, Çiçek HS, Akbayrak N. Yatağın diğer tarafı: Hemşirelik Yüksek Okulu birinci sınıf öğrencilerinin eğitim amaçlı hastaneye yatma deneyimleri. Gülhane Tıp Dergisi 2010; 52(3):189-197.
  • 48. Park KH, Roh H, Suh DH, Hojat M. Empathy in Korean medical students: findings from a nationwide survey. Medical Teacher 2015; 37(10): 943-948.
There are 48 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Original Article
Authors

Müesser Özcan 0000-0002-2401-7101

Edip Güvenç Çekiç This is me 0000-0002-5605-1953

Ümmühani Özel Türkcü This is me 0000-0003-2244-7965

Hülya Elbe This is me 0000-0002-1254-0683

Publication Date April 30, 2019
Submission Date December 19, 2018
Published in Issue Year 2019 Volume: 18 Issue: 54

Cite

Vancouver Özcan M, Çekiç EG, Özel Türkcü Ü, Elbe H. Uzun Vaka Olarak Sinema Filmlerinin Kullanımına Bir Örnek: The Doctor. TED. 2019;18(54):63-75.