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IBC Bioethics & Film Special Topic: Workshop/Interactive Session

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IBC Bioethics & Film Special Topic: Workshop/Interactive Session IBC Bioethics & Film Special Topic: Workshop/Interactive Session: Teaching with Bioethics Documentaries & Films Thursday, June 9, 2016; 5:30-6:30 pm Laura Bishop, Ph.D. I. Introductory Remarks II. Bioethics & Film: Why, Practical Details, and Resources A. Why? Using video / film in the classroom or committee setting (handout) B. Practical Details 1. Preparation Time (editing and laying the groundwork) 2. Post-Viewing Time/Debriefing (ensuring viewers took home the right message; correcting false information) 3. Real Issues / Cases (documentary, non-fiction, fiction/entertainment; real cases get you more mileage) 4. Sensitivity (visual presentation may be overwhelming for some) 5. Mix Serious / Humorous – short clip – Cutting Edge: Genetic Repairman Sequence 6. Variety of Types 7. Range of Lengths 8. Copyright / Permissions Issues / Educational Licensing (trailers used) C. Resources 1. List of some sources to identify, watch, purchase bioethics-related videos/films (handout) 2. List of commercial films with bioethics themes (online) III. Workshop Piece / Interactive (Tools for Using Films) (see multi-page activity handout) Ø Who Decides: Ethics for Dental Practitioners (individual analysis to group discussion) Ø Me Before You and The Intouchables (compare, contrast, similarities) Ø Beautiful Sin (argument analysis: arguments pro & con; rules vs. outcomes) Ø Perfect Strangers (pretest/posttest; know, learn, need to know; double entry journal; discussion Q.) (http://www.perfectstrangersmovie.com; www.jankrawitz.com) Ø Just Keep Breathing: Moral Distress in the PICU (Pediatric Intensive Care Unit) (standing in the shoes - role play; ethics committee) (http://www.justkeepbreathingfilm.com) Case One Case Two IV. IBC42 Group Idea Sharing V. Resources: Jeanne Ting Chowning, MS, and Paula Fraser, MLS. An Ethics Primer. Seattle WA: Northwest Association of Biomedical Research, 2009. Online: http://www.nwabr.org Darryl R.J. Macer, PhD., Moral Games for Teaching Bioethics, UNESCO Chair, 2008. Online: http://www.eubios.info/MacerMoralGames.pdf Using Video / Film in the Classroom or Committee Setting BENEFITS OF USE: 1. Create a common experience more quickly and more powerfully than can words 2 Add variety to the classroom or committee experience 3. Bring in added expertise to the classroom or committee 4. Create diversity and a range of experience for a population that does not currently have and may never obtain that experience in the course of their lives 5. Transmit information or offer training in a succinct way 6. Capitalize upon a format of information transmission familiar to and sought out by youth and others in our society 7. Connect ethical dilemmas/issues more easily to students’ or participants’ personal lives or personal experiences, or emotions 8. Provide the opportunity to discuss an ethical issue or topic in a way that is removed from any particular institutional or professional or personal failing 9. Bring real-life experiences of people dealing with bioethics issues, e.g., end of life, medical decision making, serious pediatric illness, Alzheimer’s Disease, refusal of treatment, etc., into the classroom 10. Show/model how real people rely on or use (or fail to use) ethical thinking or reflection 11. Encourage students to visualize or walk-through an experience in their minds and in classroom activities so that they are more prepared should the ethical issue or situation arise in their work or practice WAYS TO USE: 1. Use a movie/video in its entirety or use a single clip or several segments following a common theme 2. Combine or pair videos/movies sharing the same perspective or offering a different perspective on the same topic 3. Pair or combine videos/movies on different but related issues 4. Juxtapose educational videos with popular movies 5. Use videos/movies with other resources (newspaper articles, court decisions, radio shows, novels, biographies, journal articles, television shows, non-fiction, soap operas, talk shows) to flesh out the “rest of the story” or to transmit information on topics raised in the video or movie 6. Repeat videos/movies to test or check for a change in reaction or knowledge over time 7. Use a video to spark discussion or introduce a topic WAYS TO USE (cont.) 8. Have students or committee members critique a video presentation of a topic that they have studied to identify what was done well or poorly, indicate the information that is known or needs to be discovered, etc. 9. Offer training on or heighten sensitivity about particular issues using video and combine with role-play, short reflection pieces, research, etc. PROBLEMS WITH USING VIDEOS/MOVIES 1. Outdated Technology: • technology shown - even though the ethical issues discussed remain relevant, the medical technology demonstrated or discussed quickly becomes outdated or the equipment shown is older (especially problematic with medical students or audiences or when considering a medical or scientific research issues) • technology and equipment for viewing - the program itself is in the wrong format for the equipment which you have available to show it 2. Talking Heads: although the information conveyed may be substantive, audiences (especially students!) tend to lose interest when a video offers mainly talk (interviews or expert commentary) and little action 3. Controversial Issues or Pictures: some issues or images raise objections from viewers, students, parents, schools or communities (good communication and clarity about the purpose is required) 4. Deterioration of Quality: audiovisual materials require preservation and care to last (even then the recording will not last permanently) 5. Time: viewing, editing and preparing video clips can be quite time consuming 6. Presentation format: risks being more emotionally overwhelming for some students or persons with sensitivity to an issue 7. Copyright or licensing requirements: meeting the requirements can be time consuming and costly POSITIVE DEVELOPMENTS: 1. Online Access (streaming audio or video) — access to high quality, streaming video and audio on the Internet is increasing daily. Be sure to search “bioethics,” “ethics,” “medical ethics,” and other variations for more comprehensive retrieval. Check the websites of individual universities, institutions, organizations, and ethics centers since many post videos directly on their own site or on self-named YouTube channels. Be certain to preview the selection to be certain that the content is appropriate for your use and the quality and audio are sufficient for your location and audience type and size. 2. MOOCs (Massive Open Online Courses) – Many video lectures are available for your own or student use when you register for a MOOC created by many major universities. Platforms vary; check http://www.edX.org, http://www.coursera.org, http://www.khanacademy.org, https://moodle.org, and http://udemy.com OR search Springboard’s Course Finder https://www.springboard.com/course-finder to search across all MOOC platforms. Laura Bishop. Ph.D., Kennedy Institute of Ethics, [email protected]; developed 2000; revised 6/2016, IBC Bioethics Movie Clips 2016 Some Resources to Identify, Purchase, and/or View Video & Audio Programs on Bioethics Issues Finding audiovisual footage with bioethics content becomes easier every day. More and more substantive content now finds its way to YouTube or is posted online on institutional or organizational websites. Educational or documentary films may be identified, streamed, borrowed, rented or purchased from many of the resources below. In addition, the interlibrary loan program at your institution or your public library may be able to locate and borrow titles for your use at low cost. Use of the resources identified below offers a gateway to a range of audio or video possibilities available to educate and to stimulate discussion and reflection upon bioethics topics. Amazon.com is always a good source to check for purchasing information and possibilities. For commercial films, check for details in the Internet Movie Database (http://www.imdb.com). Be certain to purchase an institutional license if you plan to use the films in classrooms, conferences, or other public settings. Please contact Laura Bishop, Ph.D., Head, Academic Programs at the Kennedy Institute of Ethics, Georgetown University with any questions or to suggest additions to this list at [email protected]. Bioethics Research Library (BRL), Kennedy Institute of Ethics http://bioethics.georgetown.edu) was founded as a special library focused entirely on identifying and gathering bioethics resources in many publication formats. Audiovisual records for approximately 739 audiovisuals gathered between 1974-2009 may be best located on the Library’s site at https://bioethics.georgetown.edu/library-materials/special-collections/audiovisual-collection/ To ask about specific titles or newer films, contact the Bioethics Research Library at [email protected] or email Laura Bishop at [email protected]. High School Bioethics Curriculum Project (HSBCP), Kennedy Institute of Ethics https://highschoolbioethics.georgetown.edu/archive/ This archived project offers unique bibliographies for Commercial Films and Educational and Documentary Films (under the link titled Bioethics Books and Movies Bibliographies) that may be mined for title ideas, content and acquisition information. A small set of about 35 film titles are available for short-term loan to high school teachers through the HSBCP’s Video Lending Library. There is no cost for borrowing
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