Beyond the screen : evaluating medical dramas as educational tools

Katti, Karuna and Donga, Revers and Baseer, Aleeza (2025) Beyond the screen : evaluating medical dramas as educational tools. Clinical Anatomy. pp. 25-26. ISSN 0897-3806

Abstract

Medical dramas have gained significant popularity since the debut of ER (1994). While these shows attempt to depict the medical field, concerns persist regarding their accuracy in portraying healthcare realities. This study examines whether medical dramas hold relevance as adjunct content in medical curricula. Through a questionnaire-based study, medical and nursing students (n=50) from the University of Birmingham were surveyed to assess their perspectives on the depiction of bioethical issues, terminological and procedural accuracy, and the potential educational benefits of these shows in clinical settings. Participants reported key concerns, such as the prioritization of acute over chronic cases, exaggerated emergency scenarios, flawed representation of cardiopulmonary resuscitation (CPR) and ethical dilemmas. Despite these limitations, the majority (62%) of students highlighted the potential benefits of incorporating medical dramas into curricula to enhance clinical preparedness. Students also noted instances where they had learned medical terminology, gained career inspiration, and identified ethical dilemmas. Although primarily designed for entertainment, medical dramas can facilitate critical discussions on ethical violations, rare diseases, and procedural demonstrations when analysed under academic supervision. These shows can contribute to a “hidden curriculum,” shaping expectations about hospital environments. Thoughtful curation and contextualization could allow medical dramas to enhance students’ clinical experiences and preparedness