Cinemeducation: a descriptive mixed-methods analysis of perspectives in a medical humanities course

TL;DR

A medical humanities course uses films and guest discussions to explore health topics, revealing gaps in diversity and offering ways to improve inclusivity.

Contribution

The study introduces practical implications for enhancing inclusivity in cinemeducation through diverse representation and interdisciplinary collaboration.

Findings

Most M23C films were from the Global North, highlighting Eurocentrism.

Guests were predominantly male physicians, indicating gender and professional diversity gaps.

Recommendations include integrating global health perspectives and lived experiences.

Abstract

Co–organized by students, the cinemeducation course ‘M23 Cinema’ (M23C) at Ludwig–Maximilians–Universität Munich combines film screenings with audience discussions featuring guests to promote perspective-taking and reflective thinking on health. This study assessed the M23C’s inclusivity regarding film representation, guest diversity, and organizing committee composition, considering gender, profession, institution, academic background, and geographic origin.

This mixed–methods study pursued a descriptive qualitative and quantitative analysis of all M23C events from 2006 to 2024. We used a database of internal and publicly available records on film characteristics, thematic content, and demographics of guests and organizers.

Among 103 M23C events, 66 (64.1%) were feature films and 36 (35.0%) documentaries, addressing 80 topics, with abortion, assisted dying, and organ transplantation being the most frequent. Films originated from 29 countries, with 99 (97.1%) (co–)produced in the Global North. Of 231 guests, 119 (51.5%) were physicians from 33 specialties, 45 (19.5%) were people with lived experience or relatives, and 42 (18.2%) were other health professionals. Most guests (55%) were male. Among 39 organizing committee members, 37 (94.9%) were medical students, and 26 (66.7%) were female.

This study demonstrates the potential of cinemeducation to address diversity and representation in medical education. We identified gaps, including Eurocentrism and gender imbalances, highlighting the need for a more inclusive approach. Nine practical implications developed to improve inclusivity, including incorporating people with lived experiences, balancing gender representation, integrating global health perspectives, diverse student groups, and fostering interdisciplinary collaboration through film festivals and professional networks.

Figures