The Next Pandemic: Supporting COVID-19 Frontline Doctors Through Film Discussion
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The Next Pandemic: Supporting COVID-19 Frontline Doctors Through Film Discussion Cristelle Chow 1 & Raveen Shahdadpuri 1 & Kam Kai-Qian 1 & Chan Yoke Hwee 2 # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract
This paper describes an innovative just-in-time health humanities programme to educate and provide support to COVID-19 frontline doctors-in-training. The programme incorporates small-group screening of the Netflix documentary, The Next Pandemic from the Explained series, followed by a one-hour facilitated discussion to explore themes surrounding the current pandemic and its impact on frontline doctors in a tertiary paediatric hospital in Singapore. Themes derived from the film included preparedness, blame, and the impact on healthcare workers and public, which were further discussed to include concerns regarding current local readiness levels given global connectivity, the need for international cooperation, and the effects of blame such as racism and prejudice. The association with culture; the current impact on healthcare workers, physician-patient relationships, and the public including the role of social media, the government and associated public reactions were also explored. These rich discussions demonstrate the pivotal role health humanities has in times of uncertainty such as an emerging infectious disease outbreak by providing timely pandemic education and supporting reflective learning. Keywords Film . Pandemic . Reflective learning . Postgraduate education
Introduction The term, “Cinemeducation,” coined by Alexander, Hall, and Pettice (1994, 430), refers to the use of movie clips to educate medical students and residents about the psychosocial aspects of medicine. Films, because of their audio-visual nature, can both engage and enthral viewers with emotional and dramatic portrayals of individual struggles and challenging interpersonal relationships. When health conditions, whether physical or psychological, drive or are * Cristelle Chow [email protected]
1
Department of Paediatrics, KK Women’s and Children’s Hospital, Singapore, Singapore
2
Department of Paediatric Subspecialties, KK Women’s and Children’s Hospital, Singapore, Singapore
Journal of Medical Humanities
explored in the film’s themes, viewers can gain a deeper appreciation of the illness experience (Powley and Higson 2005). Especially for individuals training in the healthcare professions, movies can engage learners in deeper discussion and promote active learning through cognitive and social constructivism. Learners embed new knowledge acquired from the film onto pre-existing cognitive structures and construct knowledge through group discussions with other learners, reflecting upon their personal experiences along the way. A systematic review by Darbyshire and Baker (2012) provides insights into the various areas in which cinema is used in medical education, ranging from hard science topics like biology and virology to soft skills like professionalism and ethics. While movies can be
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