The medical film 1897-1997: Part I. The first half-century.

Medicine has frequently been in the forefront of applying new illustrative media to its needs, and cinematographic film is a good example. Within a year of the introduction of moving pictures, cine-film was used for medical research and to a lesser extent for teaching. The profession took advantage of the spread of cinemas by making health education films, and during the first half century of cinematography surgeons were keen to have their operations filmed. Medical educators were slow to include film in their teaching programmes and several organizations were formed to encourage their use. After the Second World War, medical films for undergraduate and postgraduate education became accepted until, as the medical film reached its centenary, cine-film declined in favour of video-recordings.

The medical film 1897-1997: Part II. The second half-century.

Following the reluctance of teachers to use film for undergraduate and postgraduate medical education up until the Second World War, the active promotion of medical films after the war was encouraged by the production of catalogues of films available and the publication of medical film reviews both in journals and in books. This resulted in an increased use of films in the three decades following the war until videorecordings began to take their place and film projection is now a rarity in centres of medical education.

Slide presentations.

Although my discomfiture is directed at the lecturer, my criticism is of the slides used. I would like every lecturer and illustrator to vow never to use one slide if five will do better, and never to use a slide that needs a pointer.

Medicine and television.

1997 is the 50th anniversary of the first use of television for medical teaching and the 40th anniversary in Britain of an experimental 2-hour demonstration of pre-clinical teaching by colour television, of the use of large screen television for medical conferences, and of the presentation on national television of programmes aimed at modifying the public attitude to mental illness and to medicine.

Illuminating an address: a guide for speakers at medical meetings.

Most people who attend professional meetings would appreciate the use by speakers of more illustrative material with their lectures. This may be presented on a writing surface such as a black- or whiteboard, as projected pictures or by sound recordings. Suitable equipment is available in most halls and suggestions are made on its use.

Use television in continuing medical education.

This article suggests ways in which television may help you in your teaching (see also Medical Teacher, 2, 163-167, 1980). The main emphasis is on the use of live and interactive television, with practical tips on the basic equipment needed to record television sequences yourself, for example, for use at a postgraduate medical centre meeting.

Use an overhead projector.

The overhead projector is a very useful adjunct to other teaching aids. It is easy to operate, flexible, and the lecturer can work it himself while facing the audience. Transparencies can be produced quickly and simply, and since they are large enough to be studied without viewing equipment, sets of transparencies can be kept in libraries for the benefit of students revising particular subjects.