Patients as Teachers, Medical Students as Filmmakers: The Video Slam, A Pilot Study
Patients as Teachers, Medical Students as Filmmakers: The Video Slam, A Pilot Study
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DOI：
10.1097/acm.0b013e3181b18896
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发表时间：
2009-09-01
影响因子：
7.4
通讯作者：
Koff, Nancy Alexander
中科院分区：
文献类型：
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作者：
Shapiro, Dan;Tomasa, Lynne;Koff, Nancy Alexander
在2006-2007年和2007-2008年，作者对一个电影制作项目进行了试点测试（医学生拍摄病人），以评估该项目在教授患有严重慢性病的挑战方面的潜力。来自亚利桑那大学的两年二年级医学生（N = 32），两三人一组，与患者配对，并在八个月内拍摄多次家访。学生们将他们的电影编辑为7到10分钟，并添加过渡，标题和音乐。学生和教职员工的混合观众观看了12部电影的“视频大满贯”。“学院亦利用这些影片，在正式课程中阐释与慢性病有关的教学要点。学生电影制作人平均访问4.4次，收集5.6小时的电影，编辑26.6小时。学生们报告说，该项目影响了他们计划在诊所就诊时覆盖的内容，增加了他们让患者参与护理的计划，增强了他们对以患者为中心的护理的欣赏，提高了他们对社区资源的了解，提高了他们对专职医疗人员角色的理解，并教会了他们患者的创新适应。总体而言，学生高度评价该项目对他们的教育的影响（平均值= 4.52的5）。学生和教师的电影观众（N = 74）发现电影引人注目（平均值= 4.95的5）和信息（平均值= 4.93的5）。作者遇到了伦理困境，即决定谁控制患者记录的故事，并在患者匿名/保密和允许患者使用他们的故事进行教学之间导航。
In 2006-2007 and 2007-2008, the authors pilot-tested a filmmaking project, (medical students filmed patients) to assess the project's potential to teach about the challenges of living with serious chronic illness. Two years of second-year medical students (N = 32) from The University of Arizona, working in groups of two or three, were paired with patients and filmed multiple home visits during eight months. Students edited their films to 7 to 10 minutes and added transitions, titles, and music. A mixed audience of students and faculty viewed the resulting 12 films in a "Video Slam." Faculty also used the films in the formal curriculum to illustrate teaching points related to chronic illness. Student filmmakers, on average, made 4.4 visits, collected 5.6 hours of film, and edited for 26.6 hours. Students reported that the project affected what they planned to cover in clinic visits, increased their plans to involve patients in care, enhanced their appreciation for patient-centered care, improved their knowledge of community resources, improved their understanding of allied health professionals' roles, and taught them about patients' innovative adaptations. Overall, students rated the project highly for its impact on their education (mean = 4.52 of 5). Student and faculty viewers of the films (N = 74) found the films compelling (mean = 4.95 of 5) and informative (mean = 4.93 of 5). The authors encountered the ethical dilemmas of deciding who controls the patients' recorded stories and navigating between patient anonymity/confidentiality and allowing patients to use their stories to teach.