Currently accepted at: JMIR Formative Research
Date Submitted: May 17, 2026
Date Accepted: Oct 28, 2026
Date Submitted to PubMed: Nov 3, 2026
This paper has been accepted and is currently in production.
It will appear shortly on 10.2196/101625
The final accepted version (not copyedited yet) is in this tab.
An "ahead-of-print" version has been submitted to Pubmed, see PMID: 42975211
Use of Films in Speech and Language Therapy Education: A Qualitative Study of Students’ Reflections on Professional Practice and Care
ABSTRACT
Background:
The development of transversal skills—such as empathy, ethical reflection, critical thinking, and collaborative work—is a key challenge in the training of health professionals. In this context, cinema has emerged as an innovative pedagogical tool that enables exploration of the human dimension of care through narrative experiences that activate both cognitive and affective learning.
Objective:
This study aimed to explore the experiences of Speech-Language Therapy students regarding the use of films as an educational resource, analyzing its impact on the development of transversal competencies.
Methods:
A qualitative design with an interpretive approach was employed, based on constructivist grounded theory. Data were obtained from transcriptions of reflective forums conducted after viewing four films selected for their clinical and ethical relevance.
Results:
The analysis identified four emergent categories: professional practice, ethical dilemmas, emotional impact, and interprofessional collaboration. The results show that cinematic mediation fosters meaningful learning, encourages ethical positioning among students, and enhances their comprehensive understanding of professional roles in real healthcare settings. Furthermore, students valued the opportunity to emotionally connect with characters and critically reflect on their future clinical practice.
Conclusions:
This study provides empirical evidence of the potential of film as an educational technology in non-medical health programs and suggests practical strategies for its systematic integration into curricula, particularly in clinical and humanistic courses.
Citation
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Copyright
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.