Enhancing undergraduate student learning through the cinema: Proposed sequence of learning for Family and Health Course

Abstract

Learning experiences that integrate the use of new teaching strategies and innovative technologies are on the rise and can therefore be considered as a didactic resource. In this sense, the use of cinema can be included as a pedagogical tool in the creation of knowledge. However, although these experiences are increasing in popularity, there is a need for a rigorous design of tools that can define, measure and assess their effectiveness and learning outcomes. In this case, there are a lack of references. This paper describes a learning experience that integrates a film activity into the class Family and Health, which was directed at 60 undergraduate students during the first semester of an academic year (2019-2020) at the University of Navarra (Spain) and measures the results and learning outcomes. Family and Health is offered as a Core elective subject in third year of the Medicine (BSc) degree and second and fourth year of the Nursing (BSc) degree. The focus of the subject is to look closely at the concept of Family. In order to fully understand the subject students are invited to integrate reflection and critical thinking. Current research was used to design the activity and a rubric was created for assessment, in order to examine students' learning. Evidence is provided to suggest that film-related activities promotes integration and reflection in students, and helps them to be more conscious of their roles in families, and to understand the reasons for their actions.