电影教育:在医学人文学科课程中描述性的混合方法分析观点
Moritz Trieb1, Lisa M Pfadenhauer2,3, Céline Kohll4
1Institute of Medical Education, LMU University Hospital, LMU Munich, Munich, Germany.
Medical education online
|November 18, 2025
概括
这项研究评估了电影教育在医学教育中的包容性,发现了电影代表性和客人多样性的差距. 建议侧重于通过多样化的观点和均衡的代表性来提高包容性.
科学领域:
- 医学教育 医学教育
- 健康 人文 卫生 人文
- 电影教育 电影教育
背景情况:
- 慕尼黑路德维希-马克西米利安大学的M23电影 (M23C) 课程使用电影放映和客人讨论来促进对健康的视角和反思.
- 这项研究批判性地评估了M23C课程关于电影代表性,客人多样性和组委会组成的包容性.
研究的目的:
- 评估M23C电影教育课程的包容性.
- 识别与性别,职业,机构,学术背景和地理来源相关的代表性差距.
- 通过电影教育,为提高医疗教育的包容性制定实际意义.
主要方法:
- 一种混合方法的方法,结合了从2006年到2024年的M23C事件的定性和定量分析.
- 数据收集涉及电影特征,主题内容以及客人和组织者的人口统计数据的内部和公共记录.
- 分析的重点是跨多样性维度的代表性.
主要成果:
- 在103个事件中,电影主要来自全球北方 (97.1%).
- 客人包括医生 (51.5%),有生活经验的个人 (19.5%) 和其他卫生专业人员 (18.2%),男性占多数 (55%).
- 组织委员会主要由医学学生 (94.9%) 组成,女性占多数 (66.7%).
结论:
- 电影教育有可能解决医疗教育中的多样性问题,但表现出欧洲中心主义和性别不平衡.
- 提出了九个实际策略,以加强包容性,例如纳入生活经验,平衡性别代表性和整合全球健康视角.
- 建议通过电影节和专业网络促进跨学科的合作.
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