Cinemeducation in clinical pharmacology: using cinema to help students learn about pharmacovigilance and adverse drug reactions

• Published in: European journal of clinical pharmacology Vol. 76; no. 12; pp. 1653 - 1658
• Main Authors: Cambra-Badii, Irene, Francés, María de Lluc, Videla, Sebastià, Farré, Magí, Montané, Eva, Blázquez, Francisco, Baños, Josep-E
• Format: Journal Article
• Language: English
• Published: Berlin/Heidelberg Springer Berlin Heidelberg 01.12.2020; Springer Nature B.V
• Subjects: Biomedical and Life Sciences; Biomedicine; Biotechnology; College students; Comparative analysis; Pharmacodynamics; Pharmacology/Toxicology; Pharmacovigilance; Population studies; Teaching; Cinemeducation; Pharmacology; Adverse drug reactions; Pharmacovigilance; Education
• ISSN: 0031-6970; 1432-1041
• DOI: 10.1007/s00228-020-02985-y

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.