Cinemeducation in clinical pharmacology: using cinema to help students learn about pharmacovigilance and adverse drug re
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PHARMACODYNAMICS
Cinemeducation in clinical pharmacology: using cinema to help students learn about pharmacovigilance and adverse drug reactions Irene Cambra-Badii 1 & María de Lluc Francés 2 & Sebastià Videla 2,3,4 & Magí Farré 5,6 & Eva Montané 5,6 & Francisco Blázquez 7,8 & Josep-E Baños 8 Received: 9 May 2020 / Accepted: 27 August 2020 # Springer-Verlag GmbH Germany, part of Springer Nature 2020
Abstract Purpose Feature films are increasingly being used in teaching health sciences. However, few publications address the effectiveness of this approach. We hypothesized that using feature films could help students learn. We aimed to assess the effectiveness of using a feature film to teach students about adverse drug reactions and pharmacovigilance. Methods The study population comprised third-, fifth-, and sixth-year undergraduate students of medicine, third-year undergraduate students of human biology, and graduate students in a master’s degree program about the pharmaceutical and biotechnology industry. Students watched clips from the film 150 Miligrams (La fille de Brest) and discussed them afterward. To measure learning, we administered a 10-question multiple-choice test about pharmacovigilance concepts. We assessed students’ satisfaction with the activity through a questionnaire. An exploratory comparative analysis was performed. Results A total of 237 students participated. Postintervention assessment scores were significantly higher than preintervention scores for the entire population and for all subgroups. The mean number of correct answers was 4.41 on the preintervention assessment and 5.78 on the postintervention assessment (mean gain: 1.37; 95% CI: 1.10–1.65). Similar results were found when analyzing groups of students from each group. Student satisfaction with this teaching activity was high in all groups. Conclusions Cinemeducation is a useful tool for teaching about adverse drug reactions and pharmacovigilance processes. Most students were highly satisfied. Keywords Cinemeducation . Education . Pharmacology . Adverse drug reactions . Pharmacovigilance
Introduction Feature films have been used as a teaching tool in medicine since the birth of the cinema at the end of the 19th century [1–3]. Films depict diseases from multiple perspectives, showing their clinical aspects, health professionals’ efforts to treat
* Irene Cambra-Badii [email protected] * Sebastià Videla [email protected]; [email protected] 1
Chair in Bioethics, Universitat de Vic – Universitat Central de Catalunya, Vic, Spain
2
Universitat Pompeu Fabra, Barcelona, Spain
3
Clinical Research Support Unit, Clinical Pharmacology Department, Bellvitge University Hospital / Bellvitge Biomedical Research Institute (IDIBELL), Barcelona, Spain
them, and their psychosocial impact on patients [4]. Projecting and discussing films can help students of the health sciences by using concrete situations to raise issues in real-life contexts, to offer models of behavior and professionalism, and to show patients’ experience, di
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