Cinemeducation to teach patient safety: an experience in medical students

Irene Cambra-Badii (), Carmen Gomar-Sancho, Paula Belén Mastandrea, Xavier Arrebola-Trias, Josep-Eladi Baños, Ramón Pujol Farriols and Griselda Gonzalez-Caminal
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Irene Cambra-Badii: University of Vic-Central University of Catalonia (UVIC-UCC)
Carmen Gomar-Sancho: University of Vic-Central University of Catalonia
Paula Belén Mastandrea: University of Buenos Aires
Xavier Arrebola-Trias: Serveis Salut Integrat Baix Empordá
Josep-Eladi Baños: University of Vic-Central University of Catalonia
Ramón Pujol Farriols: University of Vic-Central University of Catalonia
Griselda Gonzalez-Caminal: University of Vic-Central University of Catalonia

Palgrave Communications, 2024, vol. 11, issue 1, 1-9

Abstract: Abstract From early in medical school, students need to learn about patient safety, and how to prevent and reduce risks, errors and harm that occur to patients during health care provision. Cinemeducation is a teaching methodology that uses fragments of feature films or TV series in medical education. We hypothesized that cinemeducation could help simplify the comprehension of complex situations for students, aiding in the learning of patient safety and the understanding of human behaviors that impact it. This concept stands as an integral component within a comprehensive medical humanities approach. The study population was the 70 medical students of the second course of a six-year undergraduate program. In a 2-h class, after learning objectives were established, students watched a fragment from TV series The Resident centered on adverse events, and discussed them afterward. To measure learning achievements, we administered a 10-question multiple-choice pre and post-test and a 2-question open-essay post-test. Given the complexity of the concepts related to patient safety, we used a mixed quali-quantitative approach. An exploratory descriptive and content analysis was performed. Sixty-eight students participated and completed the questionnaires. Despite high pre-intervention scores, post-intervention scores improved (mean difference 0.779, 95% CI: 0.475–1.083, p

Date: 2024
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DOI: 10.1057/s41599-024-03054-w

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