Telling the story of the opioid crisis: A narrative analysis of the TV series Dopesick.

Dopesick (2021) is the first TV series whose plot deals exclusively with the opioid crisis in the United States. The current study uses narrative analysis and framing theory to explore this series, discussing its portrayal of the people and themes involved in the opioid crisis. Our analysis found that although Dopesick attempts to portray multiple dimensions of the opioid crisis, its narrative oversimplifies the story in attributing the cause of the problem almost exclusively to Purdue Pharma and its director Richard Sackler, while downplaying other factors that contributed to the opioid crisis. Thus, the narrative in this TV series tends to offer simple explanations to a complex problem for which simple solutions are likely to be inadequate.

A cinenurducation activity using Call the Midwife to teach about sexually transmitted infections and preeclampsia: design, implementation, and assessment.

BACKGROUND: Nursing students need to learn about sexually transmitted infections and preeclampsia. Cinenureducation is a rigorous method that uses materials from commercial movies or television series to teach health sciences students. OBJECTIVES: Using content analysis of the television series Call the Midwife, design a cinenureducation activity teaching nursing students about sexually transmitted infections and preeclampsia. Evaluate its effectiveness in knowledge acquisition. DESIGN, IMPLEMENTATION, AND PRE-POST ASSESSMENT OF KNOWLEDGE GAIN FOR TEACHING ACTIVITIES: The study comprised three main steps: designing the teaching activity, implementing it, and analyzing its pedagogical effectiveness through a pre-and-post study to assess knowledge acquisition resulting from the teaching activity. PARTICIPANTS: A six-member panel assessed the suitability of materials for the teaching goals. All second-year undergraduate nursing students in the course "Nursing management and leadership" at a nursing school in the 2022-2023 academic year were invited to participate (N = 160). METHODS: The panel conducted a content analysis of the first two seasons of the series to determine the usefulness of each episode for teaching the chosen topics. Students were randomly assigned to groups watching episodes emphasizing either sexually transmitted infections or preeclampsia, followed by discussion. Learning was gauged through a pre-post viewing 20-question multiple-choice test. Additionally, students' satisfaction was evaluated. RESULTS: A total of 142 nursing students participated. Significant differences between mean scores before and after intervention were found [6.90 vs. 6.42 on the preintervention assessment, p < 0.05; mean gain, 0.49 (95 % CI: 0.22-0.76)]. Most students were satisfied with the activity. CONCLUSIONS: The activity was useful for teaching about sexually transmitted infections and preeclampsia. The use of a television series portraying nurses enables the exploration of these critical topics. This has potential implications for integrating similar methods into nurse education curricula, emphasizing the broader impact of the research on pedagogical practices in healthcare education.

Trabajos de fin de grado sobre humanidades en tres estudios de ciencias de la salud / Final degree projects on humanities in three health sciences studies

Las autoridades educativas recomiendan la introducción de las humanidades en los planes de estudio de las carreras en ciencias de la salud para mejorar la formación de sus graduados. El objetivo del presente estudio consistió en determinar el número de trabajos de fin de grado realizados en el campo de las humanidades en tres estudios de ciencias de la salud. Se revisaron todos los trabajos de fin de grado realizados durante 7 cohortes (2013-2020) en los grados de Biología Humana y de Medicina de la Unversidad Pompeu Fabra y durante 6 cohortes (2015-2021) del grado de Medicina en una unidad docente de la Universidad Autónoma de Barcelona. El volumen de trabajos de fin de grado en humanidades fue discreto en los dos estudios de Medicina (inferior al 10 %) y superior en el grado de Biología Humana (15,5 %). Una importante mayoría de los trabajos hacían referencia a temas de interés social. También, en los tres grados se realizaron trabajos sobre aspectos que afectaban a los propios estudiantes, y sobre temas de docencia y el uso del cine o de las series de televisión para fomentar el aprendizaje. Parece conveniente fomentar un mayor interés en la realización de trabajos de fin de grado centrados en temas humanísticos.(AU)

Educational authorities recommend the incorporation of humanities into the curricula of health science programs to enhance the education of their graduates. The aim of this study was to determine the number of final degree projects focused on humanities in three health science programs. All final degree projects completed during 7 cohorts (2013-2020) in the Human Biology and Medicine programs at Pompeu Fabra University, and during 6 cohorts (2015-2021) in the Medicine program at an affiliated teaching unit of the Autonomous University of Barcelona were reviewed. The volume of humanities-based final degree projects was modest in the two Medicine programs (less than 10%) and higher in the Human Biology program (15.5%). The majority of the projects addressed topics of social interest. Additionally, in all three programs, projects were carried out on issues affecting the students themselves, as well as on teaching-related subjects and the use of movies or TV series to enhance learning. Encouragement is given to cultivate a stronger interest in pursuing undergraduate projects centered around humanistic themes.(AU)

Change in demand for health-related undergraduate studies in Spain during 2015-2021: a temporal series study.

Introduction: The expansion of higher education is a worldwide phenomenon. To our knowledge, there are no studies analyzing the trends in demands of enrollment in health-related studies in Spain. Therefore, the objective was to analyze the change in demand (the number of requests for enrollment divided by the number of offered places) for undergraduate health-related studies in Spain during the period 2015-2021 as well as compare the change by region in the pre (2015-2019) and pandemic (2020-2021) period. Methods: This is an observational (ecological type) study with temporal series analyses using data from public (non-for-profit) higher education institutions from the Integrated University Information System. For the analysis by region, we calculated the demand of all twelve undergraduate health-related degrees and the percentages of change between both periods using the Wilcoxon test. The Joinpoint Regression program was used to analyze the trends in demand for each degree during the 7-year period. Results: Significant (p < 0.001) increases in demand during the pandemic period were observed in all regions. During the pandemic, medicine, biomedicine, nursing, odontology and pharmacy presented a higher demand in comparison with data collected before the pandemic started. In contrast, this pattern was not confirmed in the following cases: physiotherapy, occupational therapy, podiatry, psychology, social work, human nutrition and dietetics. By regions, Navarra, Asturias, and La Rioja presented the most drastic changes. In regions with the biggest number of universities, such as Catalonia, Andalusia and Madrid, the change observed was smaller.

The impact of the COVID-19 pandemic on enrollment in undergraduate health-related studies in Spain.

The aim of this study was to determine whether the pandemic has reinforced the choice of pursuing health-related bachelor's degrees, and to identify underlying factors that could contribute to that impact. This is a cross-sectional study using an online survey of 2,344 students of nursing, physiotherapy, medicine, psychology and podiatry who started health-related bachelor's degrees after the COVID-19 outbreak in Spanish higher education institutions. The pandemic influenced the choice of these studies by increasing the desire to help others (33.2%), by increasing citizenship values (28.4%), and by increasing the desire to contribute to improving the situation of the country (27.5%). Women had a significantly greater influence on the increase in social values related to the practice of the profession produced by the pandemic, whereas men and the bachelor's degree in podiatry were more influenced by salary prospects. An increased desire to help others was significantly higher among women and nursing and medical students. Podiatry and psychology were the degrees were most influenced by the pandemic, as more students decided to pursue them, something they had previously doubted, while in nursing, psychology, and medicine the pandemic reinforced their interest in pursuing the degree the most. Students personally affected by COVID-19 reported being more influenced in reconsidering their professional path and in reinforcing their desire to pursue the health-related studies.

Imaginarios sociales de las adicciones en las series: representaciones de la hipermodernidad / Social imaginaries of addictions in series: representations of hypermodernity

En este artículo se introduce brevemente una historización del consumo de drogas, desde los rituales de la Antigüedad hasta llegar a la hipermodernidad como una época caracterizada por el hiper-individualismo y la caída de los ideales, donde el consumo de drogas aparece relacionado con una experiencia individual y alienada. Frente al aumento exponencial del consumo de drogas en las últimas décadas, nos preguntamos por sus características y cuáles son los imaginarios sociales sobre esta problemática, es decir, cómo la sociedad entiende este consumo. Una de las formas privilegiadas de acceder a estos imaginarios sociales es a través de productos culturales como la literatura, el cine o las series. Teniendo en cuenta que las series reemplazan paulatinamente a la televisión como formas de consumo privilegiadas por miles de espectadores diarios a través de plataformas en línea, nos interesa estudiar la representación del consumo de drogas que se hace en las series actuales. El panorama de análisis incluye la representación de las drogas “duras” en la caracterización de personajes antiheroicos y en personajes jóvenes de narrativas del género coming-of-age, así como también en series icónicas que mostraron el mundo de las drogas como The Wire. Se incluyetambién el análisis del consumo problemático de alcohol en personajes docentes universitarios y la adicción a fármacos como los opioides. Este complejo caleidoscopio nos permite entender las coordenadas de consumo actuales, que no siempre implican una adicción, pero que en todos los casos implican grados variables de padecimiento. (AU)

This article briefly introduces a historicization of drug use, from the rituals of Antiquity to hypermodernity, a time characterized by hyper-individualism and the fall of ideals, where drug use appears related to an individual experience and alienation. Faced with the exponential increase in drug use in recent decades, we wonder about the characteristics of substance consumption and what are the social imaginaries about this problem, that is, how society understands this use. One of the privileged ways to access these social imaginaries is through cultural products such as literature, cinema or series. Considering that series are gradually replacing television as privileged forms of consumption by thousands of daily viewers through online platforms, we are interested in studying the representation of drug use that is made in current series. The analysis panorama includes the representation of “hard” drugs in the characterization of anti-heroic characters and in young characters from narratives of the coming-of-age genre, as well as in iconic series that showed the world of drugs such as The Wire. Also included is the analysis of problematic alcohol consumption in university professors and addiction to other drugs such as opioids. This complex kaleidoscope allows us to understand the coordinates of current consumption, which do not always imply an addiction, but which in all cases imply different degrees of suffering. (AU)

Social imaginaries of addictions in series: representations of hypermodernity / Imaginarios sociales de las adicciones en las series: representaciones de la hipermodernidad

This article briefly introduces a historicization of drug use, from the rituals of Antiquity to hypermodernity, a time characterized by hyper-individualism and the fall of ideals, where drug use appears related to an individual experience and alienation. Faced with the exponential increase in drug use in recent decades, we wonder about the characteristics of substance consumption and what are the social imaginaries about this problem, that is, how society understands this use. One of the privileged ways to access these social imaginaries is through cultural products such as literature, cinema or series. Considering that series are gradually replacing television as privileged forms of consumption by thousands of daily viewers through online platforms, we are interested in studying the representation of drug use that is made in current series. The analysis panorama includes the representation of “hard” drugs in the characterization of anti-heroic characters and in young characters from narratives of the coming-of-age genre, as well as in iconic series that showed the world of drugs such as The Wire. Also included is the analysis of problematic alcohol consumption in university professors and addiction to other drugs such as opioids. This complex kaleidoscope allows us to understand the coordinates of current consumption, which do not always imply an addiction, but which in all cases imply different degrees of suffering. (AU)

En este artículo se introduce brevemente una historización del consumo de drogas, desde los rituales de la Antigüedad hasta llegar a la hipermodernidad como una época caracterizada por el hiper-individualismo y la caída de los ideales, donde el consumo de drogas aparece relacionado con una experiencia individual y alienada. Frente al aumento exponencial del consumo de drogas en las últimas décadas, nos preguntamos por sus características y cuáles son los imaginarios sociales sobre esta problemática, es decir, cómo la sociedad entiende este consumo. Una de las formas privilegiadas de acceder a estos imaginarios sociales es a través de productos culturales como la literatura, el cine o las series. Teniendo en cuenta que las series reemplazan paulatinamente a la televisión como formas de consumo privilegiadas por miles de espectadores diarios a través de plataformas en línea, nos interesa estudiar la representación del consumo de drogas que se hace en las series actuales. El panorama de análisis incluye la representación de las drogas “duras” en la caracterización de personajes antiheroicos y en personajes jóvenes de narrativas del género coming-of-age, así como también en series icónicas que mostraron el mundo de las drogas como The Wire. Se incluyetambién el análisis del consumo problemático de alcohol en personajes docentes universitarios y la adicción a fármacos como los opioides. Este complejo caleidoscopio nos permite entender las coordenadas de consumo actuales, que no siempre implican una adicción, pero que en todos los casos implican grados variables de padecimiento. (AU)

La narrativa sobre las responsabilidades de la crisis de los opioides en Dopesick / The narrative on the responsibilities of the opioid crisis in Dopesick series

Introducción: En este artículo se analiza la representación de las responsabilidades que la serie Dopesick retrata sobre la crisis de los opioides en los Estados Unidos, y se exploran aquellos puntos del marco legal que la serie destaca y que forman parte del contexto específico en ese país en comparación con España. Metodología: se realiza un análisis narrativo de los ocho episodios de Dopesick y se clasifican en 4 categorías sobre las responsabilidades en el uso y abuso de los opioides. Resultados: El análisis muestra cómo la serie se centra en el binomio industria farmacéutica-sociedad pero no profundiza en la responsabilidad de la administración pública y del sistema de salud en esta crisis, a la vez que invisibiliza el marco legal vigente respecto del control de estas sustancias. Conclusiones: Estos aspectos específicos de la compleja red de responsabilidades respecto de la comercialización de los opioides han sido la principal diferencia respecto a otros países como España en el uso y abuso de los opioides. (AU)

Introduction: In this article the representation of the responsibilities that the TV series Dopesick portrays about the opioid crisis in the United States is analyzed, and those points of the legal framework that the series highlights and that they are part of the specific context in that country, compared to Spain, are analyzed. Methodology: a narrative analysis of the eight episodes of Dopesick is carried out, in which a total of 458 scenes are analyzed and classified into 4 categories regarding the responsibilities in the use and abuse of opioids. Results: The analysis shows how the series focuses on the pharmaceutical industry-society binomial but does not delve into the responsibility of the public administration and the health system in this crisis, while making invisible the current legal framework regarding the control of these substances. Conclusions: These specific aspects of the complex network of responsibilities regarding the commercialization of opioids have been the main difference with respect to other countries such as Spain in the use and abuse of opioids. (AU)

The narrative on the responsibilities of the opioid crisis in Dopesick series / La narrativa sobre las responsabilidades de la crisis de los opioides en Dopesick

Introduction: In this article the representation of the responsibilities that the TV series Dopesick portrays about the opioid crisis in the United States is analyzed, and those points of the legal framework that the series highlights and that they are part of the specific context in that country, compared to Spain, are analyzed. Methodology: a narrative analysis of the eight episodes of Dopesick is carried out, in which a total of 458 scenes are analyzed and classified into 4 categories regarding the responsibilities in the use and abuse of opioids. Results: The analysis shows how the series focuses on the pharmaceutical industry-society binomial but does not delve into the responsibility of the public administration and the health system in this crisis, while making invisible the current legal framework regarding the control of these substances. Conclusions: These specific aspects of the complex network of responsibilities regarding the commercialization of opioids have been the main difference with respect to other countries such as Spain in the use and abuse of opioids. (AU)

Introducción: En este artículo se analiza la representación de las responsabilidades que la serie Dopesick retrata sobre la crisis de los opioides en los Estados Unidos, y se exploran aquellos puntos del marco legal que la serie destaca y que forman parte del contexto específico en ese país en comparación con España. Metodología: se realiza un análisis narrativo de los ocho episodios de Dopesick y se clasifican en 4 categorías sobre las responsabilidades en el uso y abuso de los opioides. Resultados: El análisis muestra cómo la serie se centra en el binomio industria farmacéutica-sociedad pero no profundiza en la responsabilidad de la administración pública y del sistema de salud en esta crisis, a la vez que invisibiliza el marco legal vigente respecto del control de estas sustancias. Conclusiones: Estos aspectos específicos de la compleja red de responsabilidades respecto de la comercialización de los opioides han sido la principal diferencia respecto a otros países como España en el uso y abuso de los opioides. (AU)

Seguridad del paciente a través del cine-educación y simulación. Evaluación del aprendizaje a largo plazo / Patient safety through cinemeducation and simulation. Long-term learning assessment

Introducción: El aprendizaje a largo plazo es uno de los objetivos de la educación médica. Combinar cine-educación y simulación ha demostrado ser eficaz para enseñar seguridad del paciente a estudiantes de medicina. Este artículo describe la evaluación de la retención de conocimientos sobre seguridad del paciente al cabo de un año aplicados a un nuevo contexto clínico.Sujetos y métodos.En un escenario de simulación de error transfusional, se evalúan los comentarios sobre seguridad del paciente de 59 estudiantes de tercer curso de medicina que el año anterior habían participado en una sesión de seguridad del paciente con cine-educación y simulación. El análisis de los datos se realiza desde un enfoque cualicuantitativo, agrupando y cuantificando los comentarios de los estudiantes en función de cinco de los 11 dominios de seguridad del paciente, según la Organización Mundial de la Salud (OMS).Resultados.La mayoría de los estudiantes recuerda el escenario audiovisual y es capaz de aplicar en el nuevo escenario conceptos complejos de seguridad del paciente y las actuaciones recomendadas por la OMS aprendidos un año atrás.Conclusión.La combinación de cine-educación y simulación permite la retención y transferencia de conceptos complejos de seguridad del paciente a otro contexto al cabo de un año. Esto puede vincularse con la buena recepción que las series de televisión médicas tienen entre los estudiantes de medicina. Éstas sustituyen el componente experiencial de la simulación, el cual proporciona los componentes de briefing, debriefing y transferencia que le son propios. (AU)

Introduction: Long-term learning is one of the goals of medical education. Combining cinemeducation and simulation was proven effective to teach patient safety (PS) to medical students. This paper describes the evaluation of PS knowledge retention after one year applied to a new clinical context.Subjects and methods.In a transfusion error simulation scenario, the comments of 59 3rd year medical students who had participated in PS session with cinemeducation and simulation the previous year were evaluated. Data analysis was performed from a qualitative-quantitative approach, grouping and quantifying student feedback based on 5 of the 11 PS topics according to WHO.Results.Most of the students remember the audiovisual scenario and are able to applied complex PS concepts and the actions recommended by the WHO learned a year ago in the new setting.Conclusion.The combination of cinemeducation and simulation has allowed the retention and transfer of complex PS concepts to another context after one year. This can be linked to the good reception that medical TV series have among medical students. These can replace the experiential component of the simulation, which in turn provides its own briefing, debriefing and transfer components. (AU)

Psychological Distress, Burnout, and Academic Performance in First Year College Students.

BACKGROUND: The first years of university can be very challenging for students. Previous research has focused on the study of the prevalence of burnout and of psychological distress in medical students. The aim of this study was to investigate the prevalence of psychological symptoms and burnout reported by first-year students, the relationship between these variables and their academic performance, and the differences between health and non-health sciences students. METHODS: An observational study with a cross-sectional design was performed. Students of health sciences (medicine, nursing, physiotherapy, psychology), and non-health sciences (biology, social sciences, business management, and engineering) undergraduate programs completed the Brief Symptom Inventory (BSI-18) and the Maslach Burnout Inventory-Student Survey (MBI-SS). Students' grades for the first semester were collected. RESULTS: A sample of 506 students participated. Prevalence of psychological distress was 27.1% and burnout was 7.3%. Academic performance was unaffected in relation to either psychological distress or burnout. Non-health sciences students showed a greater risk of depression. CONCLUSIONS: This study provides evidence of the high prevalence of psychological distress in the first year of college. Even when burnout prevalence was low, the results suggest the need to introduce prevention programs to improve the psychological wellbeing of these students.

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

BACKGROUND: Medical dramas have been popular since their inception, especially among medical students. We 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. METHODS: We invited undergraduate students of medicine, nursing, and human biology to complete a self-administered questionnaire about their viewing habits and perceptions of the depictions of bioethical issues and professionalism in TV medical series. RESULTS: Of the 355 respondents, 98.6 % had watched TV in the last year, 93.5 % watched TV series, and 49.6 % watched medical dramas more than once a week. The most-viewed medical dramas were The Good Doctor, House MD, and Grey's Anatomy. The most-remembered bioethical topics were medical errors, inappropriate professional behaviors, and death. Most students considered that ideals of professionalism were depicted positively and professionals were portrayed as intelligent, professionally qualified, and competent. CONCLUSIONS: Medical dramas are very popular with health science students and are potentially useful as teaching tools for discussing issues related to bioethics and professionalism.

Frankenstein; or, the modern Prometheus: a classic novel to stimulate the analysis of complex contemporary issues in biomedical sciences.

BACKGROUND: Advances in biomedicine can substantially change human life. However, progress is not always followed by ethical reflection on its consequences or scientists' responsibility for their creations. The humanities can help health sciences students learn to critically analyse these issues; in particular, literature can aid discussions about ethical principles in biomedical research. Mary Shelley's Frankenstein; or, the modern Prometheus (1818) is an example of a classic novel presenting complex scenarios that could be used to stimulate discussion. MAIN TEXT: Within the framework of the 200th anniversary of the novel, we searched PubMed to identify works that explore and discuss its value in teaching health sciences. Our search yielded 56 articles, but only two of these reported empirical findings. Our analysis of these articles identified three main approaches to using Frankenstein in teaching health sciences: discussing the relationship between literature and science, analysing ethical issues in biomedical research, and examining the importance of empathy and compassion in healthcare and research. After a critical discussion of the articles, we propose using Frankenstein as a teaching tool to prompt students to critically analyse ethical aspects of scientific and technological progress, the need for compassion and empathy in medical research, and scientists' responsibility for their discoveries. CONCLUSION: Frankenstein can help students reflect on the personal and social limits of science, the connection between curiosity and scientific progress, and scientists' responsibilities. Its potential usefulness in teaching derives from the interconnectedness of science, ethics, and compassion. Frankenstein can be a useful tool for analysing bioethical issues related to scientific and technological advances, such as artificial intelligence, genetic engineering, and cloning. Empirical studies measuring learning outcomes are necessary to confirm the usefulness of this approach.

Cine-education: a rigorous method to teach Pharmacovigilance procedures in clinical pharmacology / Cine-educación: una metodología rigurosa para enseñar los procedimientos de farmacovigilancia en farmacología clínica

The use of commercial films in medical education is an increasingly widespread pedagogical resource, and particularly the Cinemeducation method provides a theoretical basis as well as documented background on this pedagogical innovation. In this paper, we propose the use of a commercial film for teaching pharmacology, particularly pharmacovigilance and adverse effects of drugs, topics that are usually very complex for medical students. The rigorous method followed in the choice of the film and its scenes is detailed, as well as the methodological sequence of its use in class. The selected film, La fille de Brest by Emmanuelle Bercot, is based on the true story of Irène Frachon, a French doctor who begins to detect cases of cardiotoxicity associated with the consumption of a drug and undertakes a legal battle against the pharmaceutical company that produces and distributes it. The film reveals in detail the epidemiological study carried out at Brest Hospital and also the role of safety, pharmacovigilance and public health agencies in a complex plot that allows key aspects of pharmacovigilance to be discussed with medical students

El uso de películas comerciales en la educación médica es un recurso pedagógico cada vez más extendido, y particularmente el método de Cinema-educación proporciona tanto una base teórica como antecedentes documentados sobre esta forma de innovación pedagógica. En esta ocasión, proponemos la utilización de una película comercial para la enseñanza de la farmacología, particularmente de la farmacovigilancia y los efectos indeseabless de los medicamentos, temas que suelen ser muy complejos para estudiantes de Medicina. Se detalla el método riguroso de selección del film y sus escenas, así como la secuencia metodológica de su utilización en clase. La película elegida, La doctora de Brest (2016) de Emmanuelle Bercot, se basa en la historia real de Irène Frachon, una médica francesa que comienza a detectar casos de cardiotoxicidad asociados al consumo de un medicamento y libra una batalla judicial contra la compañía farmacéutica que lo produce y comercializa. El film revela en detalle el estudio epidemiológico llevado a cabo en el Hospital de Brest y también el papel de las agencias de seguridad, farmacovigilancia y salud pública en una trama compleja que permite debatir con los estudiantes de Medicina aspectos clave de la farmacovigilancia

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

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.

The Ethical Interest of Frankenstein; Or, the Modern Prometheus: A Literature Review 200 Years After Its Publication.

Two hundred years after it was first published, Mary Shelley's Frankenstein; or, the modern Prometheus remains relevant. This novel has endured because of its literary merits and because its themes lend themselves to analysis from multiple viewpoints. Scholars from many disciplines have examined this work in relation to controversial scientific research. In this paper, we review the academic literature where Frankenstein is used to discuss ethics, bioethics, science, technology and medicine. We searched the academic literature and carried out a content analysis of articles discussing the novel and films derived from it, analyzing the findings qualitatively and quantitatively. We recorded the following variables: year and language of publication, whether it referred to the novel or to a film, the academic discipline in which it was published, and the topics addressed in the analysis. Our findings indicate that the scientific literature on Frankenstein focuses mainly on science and the personality of the scientist rather than on the creature the scientist created or ethical aspects of his research. The scientist's responsibility is central to the ethical interest of Frankenstein; this issue entails both the motivation underlying the scientist's acts and the consequences of these acts.

From Marcus Welby, M.D. to The resident: The changing portrayal of physicians in TV medical dramas / Desde Marcus Welby, M.D. hasta The resident: los cambios en las representaciones de los médicos en las series de televisión

Over the years, the way medical dramas represent health professionals has changed. When the first medical dramas were broadcasted, the main characters were good, peaceful, intelligent, competent, empathic, and successful physicians. One of the most famous, even outside the US, was Marcus Welby M.D. (1969-1976) of David Victor –which this year marks 50 years since its first emission. This depiction began to change in the mid-1990s. While maintaining the over positive image of medical doctors, TV series started to put more emphasis on their negative characteristics and difficulties in their interpersonal relationships, such as ER (TV) by Michael Crichton (United States) and House MD (TV) by David Shore (United States). In these series, physicians were portrayed as arrogant, greedy, and adulterous, and their diagnostic and therapeutic errors were exposed. The last two series are The Good Doctor (TV) by David Shore (United States), with a resident of surgery with autism and Savant syndrome, and The Resident (TV) by Amy Holden Jones, Hayley Schore and Roshan Sethi (United States), where serious institutional problems appear. These series can be useful as a method to discuss medical ethics through positive or negative examples, and also help to represent changes in the image of physicians in recent decades, discussing the reasons for these changes

La forma en que las series de televisión representan a los médicos ha cambiado a lo largo de los años. En las primeras, los personajes principales eran buenos, pacíficos, inteligentes, competentes, empáticos y exitosos. Por ejemplo, Marcus Welby M.D. (TV) de David Victor (Estados Unidos), que este año cumple 50 años desde su primera emisión. Esta representación comenzó a cambiar a mediados de la década de 1990. Mientras mantenían una imagen positiva, se comenzó a poner más énfasis en sus características negativas, y sus dificultades en las relaciones interpersonales, como ER (TV) de Michael Crichton (Estados Unidos) y Doctor House (TV) de David Shore (Estados Unidos). Los médicos fueron descritos como arrogantes, codiciosos y adúlteros, y se mostraban sus errores. Las últimas dos series estrenadas son The Good Doctor (TV) de David Shore (Estados Unidos), con un residente de cirugía con autismo y síndrome de Savant, y The Resident (TV) de Amy Holden Jones, Hayley Schore y Roshan Sethi (Estados Unidos), donde aparecen serios problemas institucionales. Estas series pueden ser útiles como un método para discutir problemas de la ética médica mediante ejemplos positivos o negativos, y también ayudan a representar los cambios en la imagen de los médicos en las últimas décadas, discutiendo las razones de estos cambios

Las humanidades en los estudios de Medicina en España / The presence of humanities in Spanish medical curricula

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