Cinemeducation for finding Jedi people among medical students: promoting leaders for the FFM. Pablo G. Blasco, MD, PhD Graziela Moreto,

Slides:



Advertisements
Similar presentations
1 Interprofessional Education (IPE) “.. Occurs when two or more professions learn with, from, and about each other to improve collaboration and the quality.
Advertisements

Motivate Students to Succeed by Teaching Effective L2Learning Strategies Dr. Karen CODY 10 April 2015.
UNIWERSYTET MIKOLAJA KOPERNIKA Turon, Polen – Subject integration through Transitions and boundary crossing Assistant Professor Vibeke.
Measuring Learning Outcomes Evaluation
Interdisciplinary role of English in the field of medicine: integrating content and context Nataša Milosavljević, Zorica Antić University of Niš, Faculty.
Family Medicine Program By the end of this session, faculty will 1.Understand what is meant by competence and the competence trajectory expected during.
Debriefing in Medical Simulation Manu Madhok, MD, MPH Emergency Department Children’s Hospital and Clinics of Minnesota.
Meeting SB 290 District Evaluation Requirements
In a Conversation Circle.  Introductions What CCSYR is all about Getting to know you  Learning Objectives What is Conversation Circle? Expectations.
Home, school & community partnerships Leadership & co-ordination Strategies & targets Monitoring & assessment Classroom teaching strategies Professional.
Your Career as a Medical Educator – Guidance for UTMB Faculty Michael Ainsworth, MD Professor, Internal Medicine Associate Dean, Regional Medical Education.
McGraw-Hill/Irwin Teaching Excellence Project funded by CELT Teaching Economics through Innovative Content and Effective Teaching Methods Necati Aydin,
Branches of Philosophy
Academic Skills in English Summer School 2014: Communication Skills in English for Academic Purposes Ruben Comadina Granson University of Groningen Language.
Boys’ Literacy Me Read? No Way!. Modules ConsistentFlexible Introductory Module:Module 2: Resources #1 Key MessagesModule 3: Oral Language #5 Barriers.
CONTENT BASED TASK BASED & PARTICIPATORY APPROACHES
Ethics & Role of the Teacher Ethics & Role of the Teacher Ethics & Role of the Teacher by: Roderick Laurie Natia McCreary Meredith Murrell Sabrina Rockemore.
NAEYC Developmentally Appropriate Practice in Early Childhood Programs Key Messages and Implication.
Elementary Professional Development Day August 31, 2010 Gar-Field High School Dr. Steven L. Walts Superintendent of Schools.
MEDICAL STUDENT TRANSITION COURSE Professionalism in the Clinical Environment ANTHONY A. MEYER, MD, PHD CHAIRMAN, DEPARTMENT OF SURGERY UNIVERSITY OF NORTH.
Why do Discussion? One way to learn content and practice academic language is to “talk yourself into understanding”
International Baccalaureate Middle Years Programme IB MYP.
Middle Years Programme The unique benefits of the MYP.
The process of answering: Strategic Planning 10.1 about your organization Who What How.
Pablo G. Blasco, MD, PhD Adriana FT. Roncoletta, MD Deborah S. Garcia,MD Marco Aurelio Janaudis, MD Maria Auxiliadora C. De Benedetto,
"BFEFs: developing professionals through mentors, colleagues & community : 3 fellows' experiences." Todd Hill, PhD, R.Psych. Ass’t Prof. / Director of.
Building Teams and Empowering Members 1. Empowerment Empowerment is not bestowed by a leader, it is the process of an individual enabling himself to take.
Promoting the Future of Family Medicine: the Pan American Family Medicine Clinics Marco Aurelio Janaudis Marcelo Levites Joshua Freemam Pablo Gonzalez.
42 nd STFM Annual Spring Conference April 29 – May 1, 2009 Denver, Colorado.
Becoming an Effective Trainer January 23-24, 2016 Aaron J. Miller, MD, MPA Building Regional Alliances to Nurture Child Health branchpartners.org.
RETRAINING SPECIALISTS IN FAMILY MEDICINE The Brazilian Experience Marcelo R. Levites, MD Maria Auxiliadora C. De Benedetto, MD Marco Aurélio Janaudis,
Joe Schwenkler, MD Medical Director UMDNJ PA Program
Video Enhanced Observation in teacher development
DEPARTMENT OF HUMAN AND SOCIAL CIENCES APPLIED LINGUISTICS IN ENGLISH CAREER    “THE INFLUENCE OF TEACHER’S ATTITUDES AND BELIEFS INTO TECHNOLOGY-RELATED.
December 5, 2016 c&I Board committee
Learning Without Borders: From Programs to Curricula
NEEDS ANALYSIS.
Conference on Practice Improvement December 3-5, 2015
How to use movie clips to promote learners´ reflection: a successful educational experience in Brazil Brazilian Society of Family Medicine
By Richard DuFour and Robert Eaker
Expeditionary Learning At Lawther Academy
TECHNOLOGY STANDARDS FOR EDUCATORS BONNIE SMITH MAY 2, 2011
Promoting Inclusion: Students with Intellectual and Developmental Disabilities Amber Excelssior Introduction SUNY Delhi has been a powerful force in breaking.
Developing Qualitative Research Questions
Maximizing Student Investment & Relationships
The Sense of Leadership Among University Students
Lifting the Family Voice: A Provider and Parent Perspective on How to Maximize the Family Voice in Clinical Practice Emily Meyer, MS, CPNP, APNP, American.
Training Module Summary
Chapter 3: Curriculum © VAN SCHAIK PUBLISHERS Chapter 3: Curriculum.
Principles of learning and education
Becoming an Effective Trainer
The Role of Humane Education in Achieving Lasting Behaviour Change
THE NEW YORK CITY DEPARTMENT OF EDUCATION Dolores Esposito, Executive Superintendent of Leadership Developing Social and Emotional Skills in our Schools.
THE JOURNEY TO BECOMING
Senior Elective (Education) 2 nd Year Post RN BscN Younas Bhatti Instructor Bahawalpur College of Nursing, Bahawalur.
NJCU College of Education
Alabama Quality Teaching Standards
Talking about Implications for
Whither to for our Learning Collaboratives in Patient Safety?
Expeditionary Learning At Lawther Academy
IEEE EAB Strategy 19 June 2011 New Brunswick, NJ.
Education That Is Multicultural
Parent-Teacher Partnerships for Student Success
Service-Learning Course Design
Person-centred care Maggie Eisner.
Attitude Ethics and Communication AETCOM. Graduate Medical Regulations “Indian Medical Graduate” (IMG) possessing requisite knowledge, skills, attitudes,
Dr Maggie Eisner Person-centred care Dr Maggie Eisner
Philosophic inventory for Kathleen Gilmore
Skills for Learning, Life and Work
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES. The American Psychological Association put together the Leaner-Centered Psychological Principles. These psychological.
Presentation transcript:

Cinemeducation for finding Jedi people among medical students: promoting leaders for the FFM. Pablo G. Blasco, MD, PhD Graziela Moreto, MD Maria Auxiliadora C. De Benedetto, MD Thais Raquel P. Pinheiro, MD Pablo G. Blasco, MD, PhD Graziela Moreto, MD Maria Auxiliadora C. De Benedetto, MD Thais Raquel P. Pinheiro, MD Brazilian Society of Family Medicine

Before we start.... Any experience in using movie clips in teaching? – Teaching students, residents, and/or faculty in your department/program. Our experience: not about movies, but about finding leaders!!!

FM- Brazilian Background In Brazil, there are virtually no family medicine departments in medical schools. Even when students are exposed to subjects related to primary care or family practice in their medical training there is no emphasis on the academic component of the discipline.

Strategies for developing FM How do you begin a discipline where it does not yet exist? Strategies on many levels. One area that seems of critical importance is student interest. Students can have a strong voice in their education.

SOBRAMFA and Medical Students Getting Students Involved For more than seventeen years ( ) SOBRAMFA- Brazilian Society of Family Medicine has spread the family medicine philosophy among medical students through congresses, academic meetings, family medicine seminars, international meetings set in Brazil, and Continuous Medical Education Courses.

Students´ interest: A Powerful resource. This students´ interest is a powerful resource to strengthen the core values of family medicine, as students realize they need these values to become better doctors. Besides seeing family medicine as their future specialty choice, family medicine provides students with tools to improve doctoring and for dealing with patients.

SOBRAMFA Teaching through movies One of the most valuable strategies developed by SOBRAMFA is that related to Cinematic Teaching. SOBRAMFA points out a methodology with high impact on the learners.

Why cinematic teaching? In life, the most important attitudes, values, and actions are taught through role modeling and example, a process that acts directly on the learner’s emotions. Although technical knowledge and skills can be acquired through training with little reflective process, it is impossible to refine attitudes, acquire virtues, and incorporate values without reflection. Learning through aesthetics -in which cinema is included- stimulates a reflective attitude in the learner.

Fostering Reflection: the main goal The purpose is not to show students how to incorporate a particular attitude, but rather to promote students’ reflection and to provide a forum for discussion.

Methodology Movies provide a quick and direct teaching scenario in which specific scenes point out important issues, emotions are presented in accessible ways where they are easy to identify, and students are able to understand and recognize them immediately. In this context it makes sense to use movie clips because of their brevity, rapidity and emotional intensity. Bringing clips from different movies, to illustrate or intensify a particular point fits well with the dynamic and emotional nature of students´ experience.

How we use film clips Faculty who made the non-medical film clips show them with simultaneous commentary Faculty who know the method facilitate a small group discussion among the students Later, the students become involved and talk their ideas with own film scenes, which they felt would be useful for starting a new discussion. Next, sometimes, we make a discussion with all participants to talk the most important point in each small group.

Why we use this approach? The Method:  is well-suited to the audio-visual culture in which our students are immersed  impacts our learners’ affective domain  Motivates and involves our learners

Which subjects emerged in the discussions? Related to the development of the human being,  the importance of dialogue and respect for others’ opinions and perspectives,  caring about little things in life (which makes difference when dealing with people),  promoting compassion, empathy, and commitment

Why this approach works Emotions lead students to reflect about their lives. Simultaneous commentary expands perceptions and fosters student reflection Fits with the Brazilian temperament: students and intuitive learning Method works well with Brazilian students and Portuguese-speaking people – They´re follow subtitles in Portuguese and the comments in same language – The comments don´t compete with the original language (mostly English)

Understanding the process Students identify with film characters and movie “realities” Students use film scenes to represent their own reality The educational outcome is expanded by providing continuity through daily life, in which students’ reflection is supported by the film situations’ models

1.Increase reflection 2.Promote empathic attitudes 3.Enrich professional values 4.Develop well-rounded qualities What can we expect from this?

Students talking about this….. “If I were a teacher, I will try to improve communication with my students, and reach their emotions, touching them since in this way they will grow up like human beings. There is a barrier between teachers and students, and we need to go further than contents to overcome this barrier. We need to reach peoples´ heart for providing good education”. (Student´s quote) (Sq)

Motivation Students´quote “You need to get the right motivation from the students, get them involved somehow” “What really matters in education is to foster people development as human being. We need to value the person more than contents. In this way we could get from the students the best they have in their inside”.

Disclosure Provocation “Maybe one of the best outcomes in education is to accomplish what happens in the Lion King Movie clip we saw a few minutes ago. Teachers should get students to look in their inside, like the Lion King, and to find their own motivations to take their place in the circle of life. When you find your own motivations, they are powerful and stronger than motivations coming from the outside” (Sq)

Outcomes The Cinematic Teaching experience has made the difference in SOBRAMFA strategies to foster family medicine core values. In this period in which SOBRAMFA has develop de movie-clip teaching, more than 4000 medical students have being involved Some of them are by now family doctors and integrate de current SOBRAMFA Board of Directors.

Why Jedis? Based on the “Star Wars” mythology SOBRAMFA realizes that cinematic teaching has acted as a useful resource for finding “Jedi people” among medical students. As the “Jedi education” we need to find them and train them while they are still very young.

In those students we find commitment, empathy, compassion, respect and vision of the future. They care about dialogue, and about little things in life, which makes difference when dealing with people. They have become young teachers able to deal with other students and teach knowledge, skills and attitudes included in the family medicine core values. They are real leaders and they are ready to devote their lives to improve the Future of Family Medicine.