Use of fictional medical television in health sciences education: a systematic review

  title={Use of fictional medical television in health sciences education: a systematic review},
  author={Beth L. Hoffman and Robert Hoffman and Charles B Wessel and Ariel Shensa and Michelle S. Woods and Brian A. Primack},
  journal={Advances in Health Sciences Education},
While medical television programs are popular among health profession trainees, it is not clear to what extent these programs affect their knowledge, perceptions, and/or behaviors. Therefore, we conducted a systematic review of research evaluating associations between program exposure and outcomes. We conducted systematic literature searches in Pubmed, CINAHL, and PsycINFO. Selected studies were required to be scholarly research, involve exposure to fictionalized medical television programming… 

Television as a Career Motivator and Education Tool: A Final-Year Nursing Student Cohort Study

  • D. TerryB. Peck
  • Medicine
    European journal of investigation in health, psychology and education
  • 2019
Overall, students engage with medical television programs along a television–learning continuum, ranging from limited watching time, recognising inaccuracies, understanding dialogue, through to using fictionalmedical television programs as tools for learning, however, this is dependent on time, interest, current level of understanding, and a program’s perceived value.

TV medical dramas: health sciences students’ viewing habits and potential for teaching issues related to bioethics and professionalism

It is hypothesized that the recent increase in the availability of TV medical series through online streaming platforms has probably changed health science students’ viewing habits as well as the representation of bioethical conflicts and health professionals.

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Trigger films represent an effective and unique pedagogical strategy in supplementing current medical ethics and professionalism teaching at the medical school level.

Using Fictional Medical Television Programs to Teach Interprofessional Communication to Graduating Fourth-Year Medical Students

An overview of the authors’ development and evaluation of a workshop for graduating fourth-year medical students that used clips from medical television shows to teach IP communication skills suggests the workshop is acceptable to students and may be efficacious at improving their interprofessional communication skills and attitudes toward communication skills training.

Feasibility and Acceptability of Using Television Clips to Teach Communication Skills

Introduction The purpose of this study was to conduct an innovative seminar that was developed by using clips from the television program ER to teach/reinforce key concepts of effective communication

Patient-centered Communication Behaviors on Primetime Television

Overall, providers in medical programs were significantly more likely to exhibit certain PCC behaviors, such as asking a patient questions, having good manners, and self-disclosing personal information, compared to providers in non-medical programs.

Use of Twitter to Assess Viewer Reactions to the Medical Drama, Code Black

Examination of tweets related to Code Black provides insight into viewer discourse and suggests that Twitter may provide a vehicle for leveraging program engagement into real-life discussion and inquiry.



Australian medical students' perceptions of professionalism and ethics in medical television programs

Undergraduate medical students' viewing of medical television programs and students' perceptions of professionalism, ethics, realism and role models in the programs are discovered to offer considerable currency and relevance with students.

Television Viewing Habits of Preclinical UK Medical Undergraduates: Further Potential Implications for Bioethics

The study demonstrates the ubiquity with which medical TV programs are viewed by a sample of United Kingdom-based medical students and raises issues for bioethics education in the United Kingdom through the contribution to the hidden curriculum.

Medical professionalism on television: Student perceptions and pedagogical implications

Given students were able to identify these important contemporary issues around professionalism on television, there is pedagogical value in using popular images of the medical world in medical education.

Medical and nursing students' television viewing habits: potential implications for bioethics.

Students with more clinical experience tended to have impressions that were more negative than those of students without clinical experience and many students discuss the bioethical issues they observe with friends and family during viewing of television medical dramas.

Nursing on television: student perceptions of television's role in public image, recruitment and education.

Nursing students' perceptions of how their profession is portrayed on medical television programmes showed students were concerned that television can have a negative influence on the image of nursing, but they also recognized some educational and recruitment value in television programmes.

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Examination of first year medical students’ perceptions of using video clips from a television series as a beneficial teaching tool to learn professionalism and other aspects of physicianship demonstrated that students perceived the value of using videos from the television series ER.

Using television shows to teach communication skills in internal medicine residency

An interactive session using excerpts taken from medically-themed television shows to teach residents in the core internal medicine residency program about effective communication skills with a focus on the Kalamazoo model was successful in accomplishing its objectives.

Who Is the Doctor in This House? Analyzing the Moral Evaluations of Medical Students and Physicians of House, M.D.

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Challenges in Systematic Reviews of Educational Intervention Studies

The methodologic challenges likely to be encountered when conducting a systematic review of interventions in medical education are described, limitations in the methods that have been used to assess medical education interventions are identified, and recommendations for reporting and reviewing studies of Intervention in Medical Education are provided.

Teaching communication and professionalism using a popular medical drama.

Editor’s Note: In this column, teachers who are currently using literary and artistic materials as part of their curricula will briefly summarize specific works, delineate their purposes and goals in