INTERCULTURAL TRANSFER OF YUGONOSTALGIC ELEMENTS INTO ENGLISH-SPEAKING AREASAmalija Potočnik
, 2016, undergraduate thesis
Abstract: The aim of the thesis is to determine the concept of Yugonostalgia and its elements in the three Slovenian movies: Outsider, Kajmak in marmelada and Čefurji raus!, which were chosen for the analysis. They are suitable for the analysis because of the various Yugonostalgic elements incorporated in the movies, such as items, brands, expressions and stereotypes. The aim is to describe those elements and find out how they are transferred into English-speaking areas through English subtitles and how foreigners understand these elements. I have concluded that Yugonostalgia is such a specific phenomenon that its elements are difficult to transfer from the original context into the target one. Another discovery is that foreigners do know Yugonostalgia, but that they cannot distinguish it from the movies, except when it is described in a political sense or as longing for the former homeland, way of life and customs.
Keywords: Nostalgia, Yugonostalgia, Yugonostalgic elements, Slovenian movies.
Published: 20.06.2016; Views: 371; Downloads: 44
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Using movies in family medicine teachingZalika Klemenc-Ketiš
, Igor Švab
, 2017, original scientific article
Abstract: 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, Personcentred 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.
Keywords: family practice, medical education, narration, professional competences, movies, family medicine, education, EURACT
Published: 06.04.2017; Views: 500; Downloads: 44
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Using movies to teach professionalism to medical studentsZalika Klemenc-Ketiš
, Janko Kersnik
, 2011, original scientific article
Abstract: Background: Professionalism topics are usually not covered as a separate lesson within formal curriculum, but in subtler and less officially recognizededucational activities, which makes them difficult to teach and assess. Interactive methods (e.g. movies) could be efficient teaching methods but are rarely studied. The aims of this study were: 1) to test the relevance and usefulness of movies in teaching professionalism to fourth year medical students and, 2) to assess the impact of this teaching method on students' attitudes towards some professionalism topics.
Method: This was an education study with qualitative data analysis in a group of eleven fourth year medical students from the Medical School of University Maribor who attended an elective four month course on professionalism. There were 8 (66.7%) female students in the group. The mean age of the students was 21.9 +/- 0.9 years. The authors used students' written reports and oral presentations as the basisfor qualitative analysis using thematic codes.
Results: Students recognised the following dimensions in the movie: communication, empathy, doctors' personal interests and palliative care. It also made them think abouttheir attitudes towards their own life, death and dying.
Conclusion: The controlled environment of movies successfully enables students to explore their values, beliefs, and attitudes towards features of professionalism without feeling that their personal integrity had been threatened. Interactiveteaching methods could become an indispensible aid in teaching professionalism to new generations.
Keywords: teaching methods, movies, medical students
Published: 28.06.2017; Views: 471; Downloads: 183
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