The Use of Feature Film for Teaching Undergraduate Bioethics: Course Format and Assessment through Student Narratives

Film is a form of engaging narrative being employed with greater frequency in undergraduate and graduate education. To optimize their pedagogical impact, it is important to carefully select films that address core course objectives. Additionally, viewing should be structured with written guidelines...

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Bibliographic Details
Published in:	Insight (Parkville, Mo.) Vol. 15; pp. 33 - 51
Main Authors:	Searight, H. Russell, Burnash, Alyssa, Campbell, Molly, Chmielewski, Megan, Edmonds, Morgan, Gregg, Heather, Johnson, Lyndsey Ren, Lytle, Ellie, Mills, Katelyn, Nowak, Natalie, Odykirk, Camdyn, Rachels, Kaycie, Schrotenboer, Mikayla, Strutz, Sierra, VanDyke, Teresa, Zuke, Sydney, Zurek, Michael
Format:	Journal Article
Language:	English
Published:	Park University, Center for Excellence in Teaching and Learning 01-08-2020 Park University
Subjects:	College Students Critical Thinking Diaries Emotional Response Ethics Formative Evaluation Medicine Moral Values Reflection Relevance (Education) Student Attitudes Teaching Methods
Online Access:	Get full text
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Summary:	Film is a form of engaging narrative being employed with greater frequency in undergraduate and graduate education. To optimize their pedagogical impact, it is important to carefully select films that address core course objectives. Additionally, viewing should be structured with written guidelines to direct the audience to consider the relevant dimensions associated with the instructional goals of the film. A course, "Medical Ethics and Film" is described to illustrate cinemeducation. In order to assess the impact of this recently developed course, students kept ongoing diaries in which they regularly wrote about their reactions to each film. Analysis of the diaries revealed that students routinely addressed the moral dilemmas portrayed and often applied specific ethical theories. While ethical theory is typically presented as a series of cognitive frameworks, students often expressed strong emotional reactions and frequently linked the dilemmas portrayed to their own life. [Co-written with Alyssa Burnash, Molly Campbell, Megan Chmielewski, Morgan Edmonds, Heather Gregg, Lyndsey Ren Johnson, Ellie Lytle, Katelyn Mills, Natalie Nowak, Camdyn Odykirk, Kaycie Rachels, Mikayla Schrotenboer, Sierra Strutz, Teresa VanDyke, Sydney Zuke, and Michael Zurek.]
ISSN:	1933-4850 1933-4869
DOI:	10.46504/15202002se