電影與醫學教育

Movies and Medical Education

葉炳強(Ping-Keung Yip)

《Journal of Medical Education》 3卷3期 (1999/09) Pp. 279-289

https://doi.org/10.6145/jme.199909_3(3).0008

摘要

電影在衆多的敎學媒體中，不僅兼備認知、精神運動及情意領域，也是人文學中最生動活潑的媒介。配合新時代敎育理念的趨勢及匡正科技人文失衡的醫學敎育，敎學必須多元化，鼓勵自動學習與小組討論。適當的敍事性電影，例如劇情片及紀錄片，是醫學敎育中很好的輔助媒介。在基本醫學敎育目標中，電影對認知性的知識層面及情意方面的醫療態度層面最有價値，把醫學倫理上的兩難抉擇呈現，以改變學生的價值觀及行為態度。在各類醫學學科中，電影的題材以(1)精神醫學；(2)神經醫學；及(3)安寧照顧最豐富。教學方法包括：(1)電影片段輔助講述，以增加注意力及敎學效果；(2)整部影片欣赏，配合以講述過的題目或希望傳達的醫學相關觀念。本文同時對電影作為醫學教育的輔助媒介，其優、缺點和限制也一併討論。

關鍵字

電影 ； 劇情片 ； 紀錄片 ； 醫學教育

並列摘要

Among different teaching methods and teaching media, movies are one having cognitive, psychomotor and affective dimensions. Films are probably the most illustrative and attractive media in humanity teaching. In the modern era of educational concepts and the correction of imbalances between science and the humanities in medical education, teaching methods stress multi-dimensions, encouraging self-learning and small-group discussion. Appropriate narrative movies, including fiction and documentary films, are ideal aids as teaching media. Among the basic aims of medical education, the motion picture has great value in the aspect of knowledge in the cognitive domain and medical practice attitudes in the affective domain. Movies can also provide a good opportunity to discuss medical ethics dilemmas. There are number of topics on film in the areas of psychiatry, neurology and hospice care. In using movies as a teaching method in medical education, we can use either film clips or a whole story in the classroom or library to supplement a topic. In order to promote the effect and efficiency of movie teaching, other strategies should be employed before or after watching a movie.

並列關鍵字

movies ； fiction films ； documentary films ； medical education