Animating Clinical Ethics: A Structured Method to Teach Ethical Analysis Through Movies.

Movies can serve valuable didactic purposes teaching clinical ethics to medical students. However, using film sequences as means to develop critical thinking is not a straightforward task. There is a significant gap in the literature regarding how to analyse the ethical content embedded in these clips systematically, in a way that facilitates the students' transition from anecdotal reflections to abstract thinking. This article offers a pedagogical proposal to approach the ethical analysis of film sequences in a systematic fashion. This structured stepwise method encourages students to identify the main ethical problem of a selected scene and to reflect on the theoretical principles involved, emphasizing the application of these norms and values in a contextually situated analysis. We believe this method in film studies both reinforces the students' comprehension of the theoretical framework of an ethical topic, and casts light on its pertinence and limitations under the circumstances of the scene, thus proving a constructive tool to strengthen the bridge between the theoretical teaching of clinical ethics and clinical practice.

Irrupción de la simulación clínica online en tiempos de COVID-19. Una experiencia ilustrativa de asignatura en el Grado de Psicología / The irruption of online clinical simulation in COVID-19 times. An explanatory experience of a course in the Psychology Degree

Introducción: El desafío de la educación superior durante la pandemia de COVID-19 fue transformar las prácticas clínicas a un entorno virtual de manera urgente. La simulación desempeñó un papel relevante, y se hace necesario analizar las consecuencias que acarrea un cambio súbito en su modalidad de impartición. Sujetos y métodos: Manteniendo los procedimientos lo más parecido a como eran en la modalidad original, se comparó la satisfacción de los estudiantes en prácticas en ambos entornos. Sus resultados académicos fueron contrastaron con los de los estudiantes de cursos previos. Resultados: Sin diferencias significativas en la satisfacción global, el material distribuido y la capacidad de concentración se percibieron como más satisfactorios en el modo presencial. Las calificaciones mejoraron significativamente en el modo virtual. Conclusión: En situaciones exigentes de cambio de modelo de enseñanza, se ha demostrado la idoneidad de la simulación virtual para el desarrollo de competencias clínicas en psicología.(AU)

Introduction: The challenge for higher education during COVID-19 was to urgently transform clinical practices into a virtual environment. Simulation played a relevant role and it is necessary to analyze the consequences of a sudden change in its mode of delivery. Subjects and methods: Keeping the procedures as close as possible to what they were in the face-to-face original mode, the degree of satisfaction of the students in clinical practices with simulation was compared in both environments. Their academic results were compared with those of students from previous courses. Results: With no significant differences in overall satisfaction, the material distributed and the ability to concentrate were perceived as more satisfactory for the face-to-face mode. Grades improved significantly in the virtual mode. Conclusion: In demanding situations of change of teaching model, the suitability of virtual simulation for the development of clinical competencies in Psychology has been demonstrated.(AU)