USING MOVIES IN FAMILY MEDICINE TEACHING: 
A REFERENCE TO EURACT EDUCATIONAL AGENDA
Zalika KLEMENC KETIŠ1,2,3*, Igor ŠVAB2
1University of Maribor, Faculty of Medicine, Department of Family Medicine, Taborska 8, 2000 Maribor, Slovenia
2University of Ljubljana, Faculty of Medicine, Department of Family Medicine, 
Poljanski nasip 58, 1000 Ljubljana, Slovenia
3Community Health Centre Ljubljana, Metelkova 9, 1000 Ljubljana, Slovenia
Received: Apr 6, 2016
Accepted: Sep 13, 2016
Original scientific article
Introduction. Cinemeducation is a teaching method where popular movies or movie clips are used. We aimed 
to determine whether family physicians’ competencies as listed in the Educational Agenda produced by the 
European Academy of Teachers in General Practice/Family Medicine (EURACT) can be found in movies, and to 
propose a template for teaching by these movies.
Methods. A group of family medicine teachers provided a list of movies that they would use in cinemeducation. 
The movies were categorised according to the key family medicine competencies, thus creating a framework 
of competences, covered by different movies. These key competencies are Primary care management, Person-
centred care, Specific problem-solving skills, Comprehensive approach, Community orientation, and Holistic 
approach.
Results. The list consisted of 17 movies. Nine covered primary care management. Person-centred care was 
covered in 13 movies. Eight movies covered specific problem-solving skills. Comprehensive approach was 
covered in five movies. Five movies covered community orientation. Holistic approach was covered in five 
movies.
Conclusions. All key family medicine competencies listed in the Educational Agenda can be taught using 
movies. Our results can serve as a template for teachers on how to use any appropriate movies in family 
medicine education.
Uvod. Cinemeducation je metoda poučevanja z uporabo filmov ali filmskih izsekov. Namen te raziskave je bil 
oceniti, ali filme lahko uporabimo pri poučevanju družinske medicine na osnovi kompetenc družinske medicine, 
ki jih je predlagala Evropske akademija učiteljev v družinski medicini (EURACT). 
Metode. Skupina učiteljev družinske medicine je predlagala seznam filmov, ki bi jih lahko uporabili v 
poučevanju družinske medicine. Dva učitelja družinske medicine sta filme pregledala in na osnovi vsebine 
ter prizorov iz filmov za vsak film določila seznam kompetenc družinske medicine, ki se lahko s pomočjo 
določenega filma učijo. Kompetence družinske medicine so vodenje primarne zdravstvene oskrbe, v osebo 
usmerjena zdravstvena oskrba, zmožnost reševanja specifičnih problemov, celostni pristop, usmerjenost v 
skupnost in celovito oblikovanje modelov. 
Rezultati. Končen seznam je obsegal 17 filmov. Devet jih je zajemalo kompteneco vodenja primarne 
zdravstvene oskrbe. Kompetenca v osebo usmerjene zdravstvene oskrbe je bila zajeta v 13. filmih. Osem filmov 
je vsebovalo kompetenco zmožnosti reševanja specifičnih problemov. Celovit pristop je bil zajet v petih filmih, 
prav tako tudi kompetenca usmerjenosti v skupnost. Celosten pristop je bil zajet v petih filmih.
Zaključek. Vse kompetence družinske medicine, ki jih je predlagal EURACT, se lahko učijo tudi s pomočjo 
filmov. Rezultati te raziskave lahko služijo kot predloga učiteljem družinske medicine glede načina uporabe 
filmov v izobraževanju iz družinske medicine.  
ABSTRACT
Keywords: 
family practice, 
medical education, 
narration, professional 
competences
IZVLEČEK
Ključne besede: 
družinska medicina, 
medicinska 
izobraževanja, 
narativna medicina, 
profesionalne 
kompetence
*Corresponding author: Tel: ++ 386 3 896 31 22; E-mail: zalika.klemenc@um.si
10.1515/sjph-2017-0013 Zdr Varst 2017; 56(2): 99-106
UPORABA FILMOV V POUČEVANJU DRUŽINSKE MEDICINE NA OSNOVI 
KOMPETENC DRUŽINSKE MEDICINE
Klemenc Ketiš Z, Švab I. Using movies in family medicine teaching: a reference to EURACT educational agenda. Zdr Varst 2017; 56(2): 99-106
99
© Nacionalni inštitut za javno zdravje, Slovenija. 
1 INTRODUCTION
Family medicine is a unique medical specialty, which does 
not only provide clinical care, but predominantly focuses 
on continuing, comprehensive and holistic care that 
is person-based (1). Family physician should therefore 
also possess special skills in order to be able to deliver 
appropriate care, such as communication skills.
The Educational Agenda produced by the European 
Academy of Teachers in General Practice/Family Medicine 
(EURACT) (2) has become a standard for developing family 
medicine curricula in Europe. This document is based 
on the European Definition of General Practice/Family 
Medicine (1). 
The European Definition of General Practice/Family 
Medicine(1) was developed following the need for an 
authoritative statement which would define both the 
discipline of family medicine and the tasks of the family 
physician, and relate them to the context of the health 
care system (1). It defines six main competencies of family 
medicine: primary care management, person-centred 
care, specific problem-solving skills, comprehensive 
approach, community orientation and holistic modelling. 
Primary care management includes the ability to manage 
primary contact with patients, dealing with unselected 
problems; to cover the full range of health conditions; 
to co-ordinate care with other professionals in primary 
care and with other specialists; to master effective and 
appropriate care provision and health service utilisation; 
to monitor, assess and improve quality and safety of 
care; to make available to the patient the appropriate 
services within the health care system; and to act as an 
advocate for the patient. Person-centred care includes 
the ability to adopt a person-centred approach in dealing 
with patients and problems in the context of the patient’s 
circumstances; to develop and apply the general practice 
consultation, so as to bring about an effective doctor-
patient relationship, with respect for the patient’s 
autonomy; to communicate, set priorities and act in 
partnership; to promote patient empowerment; and to 
provide longitudinal continuity of care as determined by 
the needs of the patient referring to continuing and co-
ordinated care management. Comprehensive approach 
includes the ability to manage multiple complaints and 
pathologies, both acute and chronic health problems in the 
individual, simultaneously; to promote health and well-
being by applying health promotion and disease prevention 
strategies appropriately; and to manage and co-ordinate 
health promotion, prevention, cure, care, palliation and 
rehabilitation. Community orientation includes the ability 
to reconcile health needs of individual patients with the 
community in which they live, in balance with available 
resources. Holistic approach includes the ability to use a 
bio-psycho-social model, taking into account cultural and 
existential dimensions. 
Based on these competencies that every family physician 
should possess, the Educational Agenda lists, in broad 
terms, educational objectives of family medicine at 
different levels of training (2). 
Usually, medical education is focused on studying 
diseases and their clinical management (3-5). Due to 
straightforwardness and rationality of such topics, they 
are usually relatively easy to teach using traditional 
teaching methods. On the other hand, medical education 
is also trying to teach more complex issues, namely 
comprehensive care, holistic care, multimorbidity, 
professionalism, ethical dilemmas, family functioning, 
communication in different situations, community 
orientation, etc. This requires adoption not only of 
knowledge and skills, but often also a change of attitudes 
of learners (4, 6), where traditional teaching methods are 
less likely to produce the expected results (6-9). 
Cinemeducation is a relatively new method of medical 
education where movies or movie clips are used. In 
recent years, also television series on medical issues 
are being used in this context (10). Cinema utilises sight 
and sound, which enhance learners’ ability of watching 
and listening. Moreover, movies stimulate discussions 
and reflections, which is a part of an active learning 
process (11). Cinemeducation is useful in teaching the 
bio-psycho-social-spiritual approach (12), especially the 
areas of communication, palliative care, ethical issues, 
professionalism, family dynamics and doctor-patient 
relationship (8, 11-14). This is achieved by engaging 
students in active learning, which is comparable to 
learning experienced during the actual consultations with 
patients (11). 
Therefore, cinemeducation seems a very useful method of 
teaching a complex area of family medicine. Nevertheless, 
there are practically no studies that would go beyond the 
mere description of the topics and movies (11).
The aim of this study was to determine whether family 
physicians’ competencies as listed in the Educational 
Agenda produced by the European Academy of Teachers 
in General Practice/Family Medicine (EURACT) (2), can be 
found in movies, and to propose a template for teaching 
by these movies. This exercise could then be repeated by 
different teachers interested in teaching family medicine 
by the use of cinemeducation. 
2 METHODS
We asked a group of 41 family medicine teachers to 
provide us with a list of movies that they would use in 
cinemeducation. Movies were defined as recordings of 
moving images that tell a story and that people watch 
on a screen or television. We only included fictional and/
or narrative movies and excluded documentaries and 
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10.1515/sjph-2017-0013 Zdr Varst 2017; 56(2): 99-106
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television series. The latter were excluded because we 
wanted to ensure homogeneity of the methodology. We 
used full-length movies, but there were no other requests 
regarding the content, language, or country of production 
of the movies.
In the next step, the authors independently viewed the 
suggested movies and wrote a short synopsis of each, in 
which they described their usefulness for family medicine 
education. The evaluation was based on the learning 
outcomes of family medicine education proposed in the 
Educational Agenda (2). The movies were then categorized 
according to the key family medicine competencies by 
both authors independently. In practice, it meant that the 
authors looked for the scenes or clips of a particular movie 
that would stimulate the discussion and/or reflection 
upon at least one competency. Both authors afterwards 
discussed the findings and came to a mutual agreement. 
There were no disagreements between authors regarding 
the categorisation of movies.
The selection of movies was finished when the learning 
outcome of every competence was covered by at least 
five movies.
3 RESULTS
The list consisted of 17 movies.
Most of the movies covered more than one key 
competence. Table 1 shows the list of movies and their 
categorisation according to competencies. Table 2 shows 
which competencies were covered by which movies. 
Table 1. The selected movies according to the category, key 
family medicine competency and key topic.
4 Months, 3 
Weeks and 2 Days 
(2007, Cristian 
Mungiu)
50/50 
(2011, Jonathan 
Levine)
Amour (2012, 
Michael Haneke)
As Good as It 
Gets (1997, 
James L. Brooks)
Doc Hollywood 
(1991, Michael 
Caton-Jones)
Dr. T & the 
Women (2000, 
Robert Altman)
Once Upon a 
Time Was I, 
Veronica (2012, 
Marcelo Gomez)
Hannah and Her 
Sisters (1996; 
Woody Allen)
The Intouchables 
(2011, Olivier 
Nakache & Eric 
Toledano)
Person-centred 
care
Community 
orientation
Person-centred 
care
Specific problem-
solving skills
Primary care 
management
Holistic approach
Person-centred 
care
Community 
orientation
Comprehensive 
approach
Primary care 
management
Person-centred 
care
Specific problem-
solving skills
Comprehensive 
approach
Primary care 
management
Person-centred 
care
Specific problem-
solving skills
Comprehensive 
approach
Primary care 
management
Primary care 
management
Specific problem-
solving skills
Comprehensive 
approach
Holistic approach
Person-centred 
care
Community 
orientation
Comprehensive 
approach
Social and cultural 
dimension
The effect of poverty on 
health care utilisation
Understanding the patient’s 
personality and life aims
An approach to patients 
according to prevalence and 
incidence of diseases in a 
community
Stroke
Holistic concept of care
Social and cultural 
dimension
The effect of poverty on 
health care utilisation
Multimorbidity
Obsessive-compulsive 
disorder 
Coordination of health 
services’ utilization
Continuous management of 
patients
Diagnosis and management 
of an emergency situation
The use of complementary 
and alternative medicine by 
patients
Common conditions
Continuous management 
of patients
Uncertainty in medicine
Simultaneous management 
of acute and chronic 
conditions
Gynaecological disorders
Depression, anxiety, 
somatoform disorders
Irrational use of 
investigations
Consultation in family 
medicine
Holistic approach to 
communication
Understanding the patient’s 
personality and life aims
Health care management of 
patients with special needs
Consultation in family 
medicine
Movie 
(year, director)
Movie 
(year, director)
The key family 
medicine 
competency
The key family 
medicine 
competency
The key topics in the 
corresponding 
competence
The key topics in the 
corresponding 
competence
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3.1 Primary Care Management
Primary care management was covered in nine movies. 
They mainly focused on clinical topics or clinical dilemmas, 
and most of them narrated patients’ experiences and 
their points of view. Some of them also described the 
coordination of care.
3.2 Person-Centred Care
Person-centred care was covered in 13 movies. Those 
movies depicted the relationship between the doctor 
and patient, building a partnership, communication, and 
continuous management of patients.
3.3 Specific Problem-Solving Skills
Specific problem-solving skills were covered in eight 
movies. The movies portrayed specific techniques and 
problem solving skills of family physicians.
3.4 Comprehensive Approach
Comprehensive approach was covered in five movies. The 
movies depicted doctors dealing with multiple complaints 
of a patient, health promotion, prevention and lifestyle 
issues.
3.5 Community Orientation
Community orientation was covered in five movies. The 
movies in this category described the influence of a 
disease on a community and family, and vice versa.
3.6 Holistic Approach
Holistic approach was covered in five movies. The movies 
portrayed comprehensive solutions to patients’ problems 
that needed to include negotiations between biomedical 
solutions and social and cultural realities.
Steel Magnolias 
(1989, Herbert 
Ross)
What’s Eating 
Gilbert Grape? 
(1993, Lasse 
Hallström)
Wit (2001, 
Mike Nichols)
Stopped on Track 
(2011, Andreas 
Dresen)
The Death of Mr. 
Lazarescu (2005, 
Cristi Puiu)
The Doctor (1991, 
Randa Haines)
The King’s 
Speech (2010, 
Tom Hooper)
The Last King of 
Scotland (2006, 
Kevin McDonald)
Person-centred 
care
Primary care 
management
Comprehensive 
approach
Holistic approach
Person-centred 
care
Holistic approach
Person-centred 
care
Specific problem-
solving skills
Person-centred 
care
Comprehensive 
approach
Community 
orientation
Primary care 
management
Specific problem-
solving skills
Person-centred 
care
Community 
orientation
Specific problem-
solving skills
Primary care 
management
Holistic approach
Person-centred 
care
Person-centred 
care
Specific problem-
solving skills
Primary care 
management
Holistic approach
Understanding the patient’s 
personality and life aims
Diabetes 
Multimorbidity
Holistic approach to 
communication
Family-centred approach
Practical approach to 
holistic care
Communication
Partnership building
Ethics of history taking and 
clinical examination
Patients’ and their families’ 
understanding of a disease
House visit
Health care organization 
and its effect on patients’ 
management outcomes
Epidural haematoma, 
abdominal pain, alcoholism 
Coordination of emergency 
services
Diagnosis and management 
of emergency situation
Communication
Inequalities in health care 
provision
Step-wise decision-making
Cancer 
Ill physician
Person-centred 
communication
Partnership building
Social and cultural 
dimension
Communication
Partnership building
Diagnosis and management 
of an emergency situation
Epilepsy
Holistic concept of care
Movie 
(year, director)
Movie 
(year, director)
The key family 
medicine 
competency
The key family 
medicine 
competency
The key topics in the 
corresponding 
competence
The key topics in the 
corresponding 
competence
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Table 1. The selected movies according to the category, key family medicine competency and key topic.
Primary are 
management
Person-centred 
care
Specific problem 
solving skills
To manage primary contacts with patients dealing 
with unselected problems
To adopt a person-centred approach in dealing 
with patients and problems in the context of the 
patient’s circumstances
To relate specific decision making processes to 
the prevalence and incidence of illness in a 
community
To selectively gather and interpret information 
from history-taking, physical examination and
Investigations, and apply it to an appropriate 
management plan in collaboration with the patient
To develop and apply the general practice 
consultation, so as to bring about an effective 
doctor-patient relationship, with respect for the 
patient’s autonomy
To communicate, set priorities and act in 
partnership
To provide longitudinal continuity of care as 
determined by the needs of the patient, referring 
to continuing and co-ordinated care management
To cover the full range of health conditions
To co-ordinate care with other professionals 
in primary care and with other specialists
To master effective and appropriate care 
provision and health service utilisation
To make available to the patient the appropriate 
services within the health care system
To act as an advocate for the patient
Doc Hollywood (1991, Michael Caton-Jones)
The Last King of Scotland (2006, Kevin McDonald)
The Death of Mr. Lazarescu (2005, Cristi Puiu)
Once Upon a Time Was I, Veronica (2012, Marcelo Gomez)
Steel Magnolias (1989, Herbert Ross)
What’s Eating Gilbert Grape? (1993, Lasse Hallström)
The Last King of Scotland (2006, Kevin McDonald)
4 Months, 3 Weeks and 2 Days (2007, Cristian Mungiu)
50/50 (2011, Jonathan Levine)
Intouchables (2011, Olivier Nakache & Eric Toledano)
Stopped on Track (2011, Andreas Dresen)
The Doctor (1991, Randa Haines)
Dr. T & the Women (2000, Robert Altman)
Doc Hollywood (1991, Michael Caton-Jones)
The Death of Mr. Lazarescu (2005, Cristi Puiu)
Amour (2012, Michael Haneke)
The Death of Mr. Lazarescu (2005, Cristi Puiu)
Wit (2001, Mike Nichols)
Wit (2001, Mike Nichols)
Steel Magnolias (1989, Herbert Ross)
As Good as It Gets (1997, James L. Brooks)
The Doctor (1991, Randa Haines)
The King’s Speech (2010, Tom Hooper)
50/50 (2011, Jonathan Levine)
Dr. T & the Women (2000, Robert Altman)
Doc Hollywood (1991, Michael Caton-Jones)
Amour (2012, Michael Haneke)
Doc Hollywood (1991, Michael Caton-Jones)
The Death of Mr. Lazarescu (2005, Cristi Puiu)
Once Upon a Time Was I, Veronica (2012, Marcelo Gomez)
Dr. T & the Women (2000, Robert Altman)
The Death of Mr. Lazarescu (2005, Cristi Puiu)
As Good as It Gets (1997, James L. Brooks)
The Doctor (1991, Randa Haines)
Once Upon a Time Was I, Veronica (2012, Marcelo Gomez)
The Death of Mr. Lazarescu (2005, Cristi Puiu)
The main 
competency
Learning outcome Movie (year, director)
103
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4 DISCUSSION
To the best of the authors’ knowledge, no study has dealt 
with the use of movies in teaching key competencies 
of family medicine (2) so far. In 2007, an article 
about using movies to teach Accreditation Council for 
Graduate Medical Education (ACGME) competencies was 
published (15). The article gives examples of a movie 
clip appropriate for teaching each of the six ACGME 
competencies, namely: Patient care, medical knowledge, 
practice-based learning and improvement, system-based 
practice, professionalism and communication (16). The 
article additionally described proposed methods and 
content areas in order to create a framework for teaching 
by cinemeducation. Other articles about cinemeducation 
already published usually offer a narrative view from an 
author that had used movies or movie clips in teaching, 
or in some way report on the feedback from learners 
engaged in cinemeducation (11). 
In our study, similarly as in the aforementioned article 
(15), we used a theoretical framework as a basis for the 
Specific problem 
solving skills
Comprehensive 
approach
Community 
orientation
Holistic 
approach
To adopt appropriate working principles (e.g., 
incremental investigation), using time as a tool 
and to tolerate uncertainty
To manage multiple complaints and pathologies, 
both acute and chronic health problems in the 
individual, simultaneously
To reconcile health needs of individual patients 
and the community in which they live, in balance 
with available resources
To use a bio-psycho-social model, taking into 
account cultural and existential dimensions
To intervene urgently when necessary
To manage conditions which may present 
early and in an undifferentiated way
To make effective and efficient use of diagnostic 
and therapeutic interventions
To promote health and well-being by applying 
health promotion and disease prevention 
strategies appropriately
To manage and co-ordinate health promotion, 
prevention, cure, care, palliation and 
rehabilitation
The Doctor (1991, Randa Haines)
Dr. T & the Women (2000, Robert Altman)
Steel Magnolias (1989, Herbert Ross)
As Good as It Gets (1997, James L. Brooks)
Doc Hollywood (1991, Michael Caton-Jones)
As Good as It Gets (1997, James L. Brooks)
The Death of Mr. Lazarescu (2005, Cristi Puiu)
Intouchables (2011, Olivier Nakache & Eric Toledano)
The Doctor (1991, Randa Haines)
4 Months, 3 Weeks and 2 Days (2007, Cristian Mungiu)
The Death of Mr. Lazarescu (2005, Cristi Puiu)
Amour (2012, Michael Haneke)
What’s Eating Gilbert Grape? (1993, Lasse Hallström)
The Last King of Scotland (2006, Kevin McDonald)
The Doctor (1991, Randa Haines)
Steel Magnolias (1989, Herbert Ross)
Doc Hollywood (1991, Michael Caton-Jones)
The Last King of Scotland (2006, Kevin McDonald)
The Death of Mr. Lazarescu (2005, Cristi Puiu)
The Death of Mr. Lazarescu (2005, Cristi Puiu)
Dr. T & the Women (2000, Robert Altman)
The Doctor (1991, Randa Haines)
The Doctor (1991, Randa Haines)
Dr. T & the Women (2000, Robert Altman)
Hannah and Her Sisters (1996; Woody Allen)
Hannah and Her Sisters (1996; Woody Allen)
Steel Magnolias (1989, Herbert Ross)
Dr. T & the Women (2000, Robert Altman)
Stopped on Track (2011, Andreas Dresen)
As Good as It Gets (1997, James L. Brooks)
Dr. T & the Women (2000, Robert Altman)
The main 
competency
Learning outcome Movie (year, director)
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selection of movies. As we wanted to test the template of 
EURACT Educational Agenda (2) on the case of education 
with movies, we used a pragmatic method of selection 
of movies, based on trainers’ opinions. The aim was not 
to make a reference list of movies that can be used in 
family medicine by cinemeducation, but to come up with 
a framework, which could be useful for teachers in their 
work. Therefore, many very good movies, widely used in 
education, were not listed.
This study showed that movies can be used in teaching 
all key family medicine competencies as described by the 
Educational Agenda (2).
Most of the movies included in our study covered more than 
one family medicine competence. These movies could be 
very useful in teaching family medicine, as the discipline 
itself is of a holistic and comprehensive nature. Topics, 
like family dynamics, holistic perception, comprehensive 
approach, continuous management of patients and 
person-centred approach are more difficult to teach when 
compared to clinical themes (7, 17, 18), and the use of 
movies could be a good addition to conventional teaching. 
It is understandable that movies cannot be used for 
teaching practical skills. However, as our study showed, 
they can be used to demonstrate their importance or to 
show the appropriate procedure.
Since family medicine is a very comprehensive discipline, 
it should not be taught by only one method. Our study 
aims to provide a template of how movies could be fitted 
into a framework of different teaching techniques of 
family medicine teaching. 
Cinemeducation in family medicine can be used in different 
ways, and traditional classroom setting is probably not 
the best one. Since a lot of teaching of family medicine 
is done through a process of mentoring, discussions about 
movies may be a useful method of encouraging discussions 
with young learners and elucidating dilemmas of different 
kinds (19, 20). Teaching with movies gives students enough 
time to reflect on a situation they have seen, discuss 
about the problems with a supervisor, and find a solution 
which could help them were they facing similar problems 
in actual clinical work (8). It is interesting that we have 
found no descriptions of such use of cinemeducation. It 
is possible that the potential use of cinemeducation in 
teaching family medicine in one-to-one setting has been 
left to tutors’ beliefs, without the use of a structured 
tool. The strength of this study is the use of a theoretical 
framework, such as the Educational Agenda (2). We chose 
not to perform the systematic search for appropriate 
movies, as we wanted to produce a model for teaching 
with movies that are available to teachers. Our list of 
movies serves only as a model for teaching and not as 
a proposed list of movies to be used in family medicine 
teaching. Teachers could use any movie (the content of 
which is appropriate for family medicine teaching) and 
employ it for teaching on the basis of EURACT Educational 
Agenda (2), together with their direction and moderation. 
The only criterion for the choice of an appropriate movie 
or movie clip is that it covers the teaching aims and that 
it stimulates discussion/reflection.
Our study has also some limitations. The first one is that 
only two teachers assessed the movies. Other teachers 
were only asked to provide a list of movies they thought to 
be appropriate for cinemeducation. The study would have 
a greater value if also those teachers provided analyses 
of suggested movies. Another limitation of the study 
pertains to the fact that we did not assess the usefulness 
of the movies for teaching, but were merely concerned 
with whether they are appropriate for teaching family 
medicine competencies according to the opinions of the 
teachers and authors. In addition, this study did not test 
the usefulness of this model in teaching, as no feedback 
from the teachers was sought. However, this study was 
only aimed at determining whether family physicians’ 
competencies can be found in movies, and proposing a 
template for teaching by means of these movies. 
We suggest that further studies assess the usefulness of 
this approach, and also examine where in the educational 
process movies could be successfully used.
5 CONCLUSIONS
This is the first attempt to use the EURACT teaching 
agenda to provide a systematic approach with an 
innovative teaching method. It suggested that 
cinemeducation can map across the different domains 
proposed in the Educational agenda, and vice versa. 
Therefore, any appropriate movie that covers at least 
one family medicine competence can be used in family 
medicine teaching. Our results can serve as a template 
for teachers on how to start selecting appropriate movies 
in the education of family medicine. Further studies are 
needed to determine the usefulness of such an approach 
in teaching and the extent of coverage of different areas 
of medicine in cinema.
CONFLICTS OF INTEREST
The authors declare that no conflicts of interest exist.
FUNDING
The study received no funding.
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ETHICAL APPROVAL
The study did not include any persons, so we did not seek 
ethical approval.
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