Using popular movies in teaching: the case of pharmacology

Magí Farré ^[1] ; Esther Papaseit ^[1] ; Clara Pérez-Mañá ^[1] ; Marta Torrens ^[1] ; Josep E. Baños ^[2]
1. [1] Universitat Autònoma de Barcelona
  
  Universitat Autònoma de Barcelona
  
  Barcelona, España
2. [2] Universitat Pompeu Fabra
  
  Universitat Pompeu Fabra
  
  Barcelona, España
Localización: The role of humanities in the teaching of medical students / Carlo Orefice (aut.), Josep Eladi Baños i Díez (aut.), 2018, ISBN 978-84-947204-3-7, págs. 96-103
Idioma: inglés
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Resumen
- Popular movies are increasingly used as a teaching method in many college disciplines. In medicine they are an important resource to teach some aspects of medicine that will gain a considerable benefit of being illustrated using the cinematographic language. Among them, ethical behaviours, professionalism and doctor-patient relationship are the most considered in popular movies. However, their use in the teaching of other medical disciplines is scarce. In the present chapter we deal with the interest in the field of pharmacology, whose knowledge is in the frontier of basic and clinical fields. We review the beginnings of the use of popular movies for improving the teaching of pharmacology, especially for enhancing the understanding of the importance of drugs in daily life. For this purpose we outline the importance of the social contextualization of its use. Some movies are especially useful to this purpose such as Awakenings (1990), Lorenzo’s oil (1992), The constant gardener (2005) and Dallas Buyers Club (2013). We also include some recommendations for its optimal use in the teaching of clinical pharmacology, as well as the way they should be used to minimize the disadvantages of such new approach.