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Lights, Camera, Education: From Reel to Reality - Cinemeducation in Action, Shattering HIV Myths & Shaping Medical Minds!
* Corresponding author: Dr. Praful Maste, Department of Neurosurgery, Jawaharlal Nehru Medical College, KLE Academy of Higher Education & Research (KAHER), KLE’s Dr. Prabhakar Kore Hospital & Medical Research Centre, Belagavi, Karnataka, India. drprafulmaste@gmail.com
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Received: ,
Accepted: ,
How to cite this article: Soumya S, Farhan MS, Maste P. Lights, Camera, Education: From Reel to Reality - Cinemeducation in Action, Shattering HIV Myths & Shaping Medical Minds! J Health Allied Sci NU. doi: 10.25259/JHASNU_290_2025
Abstract
Objectives
HIV/AIDS education is one of the most important topics taught during medical training; conventional lecture-based methods often lack in helping students understand its emotional, ethical, and social complexities. To handle these aspects, alternative/additional methods like cinemeducation could help as an innovative approach where movies, along with narrative media, would help the students to better engage and understand the topic through an empathetic learning experience, thus helping to improve both knowledge retention and bring about attitudinal change. Thus, this study was conducted to compare the effectiveness of cinemeducation versus traditional didactic lectures in improving HIV/AIDS-related knowledge, reducing stigma and enhancing clinical confidence among undergraduate medical students.
Material and Methods
A quasi-experimental study was conducted among 180 second-phase MBBS students. Participants were divided into two groups (n = 90 each). Group A received a film-based cinemeducation intervention, and Group B underwent a traditional lecture on HIV/AIDS. Pre- and post-test questionnaires were used to assess knowledge, attitudes, and clinical confidence. Statistical analyses: paired and independent t-tests were performed using SPSS version 20.
Results
Both groups showed statistically significant improvements in knowledge and attitudes with p <0.001. However, the cinemeducation group demonstrated greater mean score improvement (pre: 10.1 ± 2.4; post: 14.6 ± 1.6; Δ = +4.5) compared to the lecture group (pre: 10.2 ± 2.3; post: 13.8 ± 1.9; Δ = +3.6). Cinemeducation was more effective in enhancing understanding of complex concepts such as U=U and confidentiality responsibilities, and also helped in reducing discomfort in treating PLHIV. Following this session, attitudinal gains were also seen among the participants, which were reflected in increased empathy, reduced stigma, and improved ethical awareness.
Conclusion
Cinemeducation significantly enhances cognitive and affective learning outcomes in comparison to traditional lectures. Being a story-based approach, it helps in emotionally engagement of the students, thus helping to clear misconceptions, reduce stigma, and build a more professional attitude toward HIV/AIDS care. Integrating cinemeducation into medical curricula may help bridge the gap between theoretical knowledge and humane clinical practice.
Keywords
Cinemeducation
Empathy
HIV/AIDS
Medical education
Narrative learning
Stigma
Undergraduate curriculum
INTRODUCTION
As we all know, medical education is rapidly transforming, and traditional didactic lectures are now being replaced/ added upon by more dynamic, innovative and immersive learning models. One such innovative approach is cinemeducation, where films, documentaries, and multimedia content are used to showcase real-world clinical scenarios for easy understanding of the topics, along with engaging. Unlike the traditional learning methods that mainly need memorisation, cinemeducation helps learners cognitively and emotionally, helps in retention and also promotes ethical reflection and nurturing empathy. This method helps in connecting theoretical knowledge with human experiences and, in turn, provides students with a more holistic and impactful understanding of complex health topics. This method can be used for important topics in the medical field, like HIV/AIDS education. Although there is a lot of advancement seen in the prevention, diagnosis, and treatment of HIV, myths and stigma still exist even among healthcare professionals. Misconceptions mainly about the HIV mode of spread are still deep rooted and its through that casual contact is one of them and that too among medical students, pointing towards the existing gaps in knowledge and a lack of effective engagement.[1-3] These misconceptions often lead to discriminatory practices, which in turn compromise patient care. Unfortunately, the presently existing traditional lecture-based teaching has fallen short in addressing these social and emotional dimensions of this infection, maybe due to the lack of interactive elements and insufficiently handled biases.
Recent evidence supports the use of innovative educational strategies to overcome the limitations of conventional lecture-based teaching in HIV/AIDS education. Ali et al. demonstrated that participatory learning was significantly more effective than traditional didactic teaching in improving HIV risk assessment skills, communication competencies, and learner engagement among undergraduate medical students.[4] On the other hand, Blasco showed that students could retain 30% more information through film-based educational sessions.[5] Singh et al. observed from their study that there was a 45% reduction in HIV related stigma among students who engaged with authentic, narrative-driven audiovisual content.[6] Whitehead further observed that cinemeducation was twice as effective as lectures in debunking common myths about HIV.[3] All the above study findings suggest that film-based learning enhances not only cognitive understanding but also emotional intelligence. And these qualities are the most important ones when dealing with conditions like HIV, which carry a lot of stigma around it.[7-12]
All these studies make us think: Can conventional classroom lectures alone help to reshape perceptions and reduce stigma towards HIV? To explore this, we came up with this comparative study to evaluate the effectiveness of cinemeducation in comparison with traditional lecture-based methods for teaching HIV/AIDS-related knowledge and attitudes among undergraduate medical students.
These observations raise an important question: Can conventional classroom lectures alone effectively reshape perceptions and reduce stigma related to HIV/AIDS among future healthcare professionals? To address this question, the present study was undertaken to compare the effectiveness of cinemeducation and traditional didactic teaching in HIV/AIDS education among undergraduate medical students. Specifically, the study evaluated the impact of cinemeducation on knowledge acquisition regarding HIV transmission, prevention, and management; attitudinal changes related to stigma and misconceptions toward people living with HIV (PLHIV); and students’ clinical confidence in interacting empathetically and ethically with PLHIV in real-world healthcare settings. By examining both cognitive and affective learning outcomes, this study aimed to determine whether cinemeducation offers a more effective and engaging educational strategy for HIV/AIDS teaching in undergraduate medical education.
MATERIAL AND METHODS
This quasi-experimental comparative study was conducted among second-phase undergraduate medical students over a period of three months after obtaining approval from the Institutional Ethics Committee. The study adhered to the principles of the Declaration of Helsinki. Written informed consent was obtained from all participants after explaining the study objectives, procedures, voluntary nature of participation, and their right to withdraw at any stage without penalty. Confidentiality and anonymity were maintained using unique participant codes instead of names.
Students willing to participate and provide informed consent were included in the study, while those with prior formal training in HIV/AIDS beyond the standard MBBS curriculum or those unwilling to participate were excluded. Using a universal sampling approach, 180 students were enrolled and allocated into two equal groups of 90 each (Group A and Group B).
Before the intervention, all participants completed a structured, pre-validated questionnaire (pre-test) assessing knowledge regarding HIV/AIDS causation, transmission, prevention, and treatment, along with myths and misconceptions, stigma-related attitudes toward PLHIV, and clinical confidence in managing HIV-related cases.
Group A (intervention group) underwent a cinemeducation session comprising a film screening followed by guided discussion and expert-led reflection. Subsequently, participants completed the same questionnaire as a post-test to assess changes in knowledge, attitudes, and confidence. They also completed a feedback survey through Google Forms to evaluate engagement, emotional connection, and perceived effectiveness of the cinemeducation method using a three-point Likert scale (1 = Yes, 2 = Neutral, 3 = No). Group B (control group) received a traditional lecture-based teaching session covering the same content and similarly completed the post-test questionnaire. Following completion of the study assessments, a crossover was conducted, and Group B was also exposed to the cinemeducation session to ensure equitable learning opportunities.
Each correct response in the questionnaire was awarded one mark, while incorrect responses received zero marks. Data were entered into Microsoft Excel and analysed using SPSS version 20. Pre- and post-test scores within each group were compared using paired t-tests, and descriptive statistics were used to summarise feedback responses from the cinemeducation group. A p <0.05 was considered statistically significant.
RESULTS
Results of the cinemeducation intervention
A total of 90 second-year MBBS students participated in the cinemeducation intervention and completed both the pre-test and post-test questionnaires. The analysis focused on changes in HIV/AIDS-related knowledge and attitudes before and after the intervention.
As shown in Table 1, baseline knowledge was high for HIV transmission through unprotected sexual contact (97.7%), transmission through body fluids (97.7%), and the role of CD4+ T cells as the primary target of HIV infection (97.7%). However, knowledge gaps were observed regarding the HIV window period (50.0%), the most reliable diagnostic test during the window period (47.8%), the concept of Undetectable = Untransmittable (U=U) (34.4%), and awareness of pre-exposure prophylaxis (PrEP) (61.1%). Following the cinemeducation session, substantial improvements were noted in these domains. Correct responses regarding the HIV window period increased from 50.0–73.3%, knowledge of nucleic acid amplification testing (NAAT) as the preferred diagnostic tool during early infection increased from 47.8–68.9%, awareness of the U=U concept improved from 34.4–57.8%, and awareness of PrEP increased from 61.1–73.3%. Knowledge regarding the role of antiretroviral therapy (ART) in preventing opportunistic infections also improved from 77.8–91.1%. Minimal changes were observed for questions with already high baseline scores. Detailed results have been presented in Table 1.
| Knowledge item | Pre-test (%) | Post-test (%) | Absolute change (%) |
|---|---|---|---|
| HIV transmission through unprotected sex | 97.7 | 98.9 | +1.2 |
| HIV present in body fluids | 97.7 | 98.9 | +1.2 |
| Target cells of HIV: CD4+ T cells | 97.7 | 98.9 | +1.2 |
| Knowledge of the HIV window period | 50.0 | 73.3 | +23.3 |
| Best diagnostic test during the window period (NAAT) | 47.8 | 68.9 | +21.1 |
| Awareness of concept: U=U (Undetectable = Untransmittable) | 34.4 | 57.8 | +23.4 |
| Awareness of PrEP (pre-exposure prophylaxis) | 61.1 | 73.3 | +12.2 |
| ART prevents opportunistic infections | 77.8 | 91.1 | +13.3 |
| HIV is not transmitted by mosquitoes | 94.4 | 95.6 | +1.2 |
| HIV does not spread via casual contact (e.g., hugging, sharing food) | 93.3 | 95.6 | +2.3 |
‘+’ sign indicates that the participant demonstrated improvement in the knowledge by giving a correct response. HIV: Human immunodeficiency virus, CD4: Cluster of differentiation 4, NAAT: Nucleic acid amplification test, PrEP: Pre-exposure prophylaxis, ART: Antiretroviral therapy.
Table 2 summarises changes in attitudes toward HIV and PLHIV following the intervention; the proportion of students expressing positive attitudes increased across multiple domains. Confidence in interacting with PLHIV improved from 61.1–91.1%, willingness to support a friend with HIV increased from 56.7–80.0%, and respect toward PLHIV increased from 80.0–91.1%. Agreement that healthcare professionals should actively work to reduce HIV-related stigma increased from 82.2–91.1%. Reductions in stigmatizing beliefs were also observed, with greater disagreement toward statements advocating isolation of PLHIV, associating HIV with immoral behavior, expressing discomfort in treating HIV-positive individuals, or supporting forced disclosure of HIV status. Awareness regarding the importance of confidentiality increased from 82.2–95.6%. Detailed attitudinal findings have been presented in Table 2.
| Attitude statement | Pre-test (%)* | Post-test (%)* | Absolute change (%) |
|---|---|---|---|
| Confident interacting with PLHIV | 61.1 | 91.1 | +30.0 |
| Willing to support a friend with HIV | 56.7 | 80.0 | +23.3 |
| Respect PLHIV and uphold their dignity | 80.0 | 91.1 | +11.1 |
| HCWs should actively work to reduce stigma | 82.2 | 91.1 | +8.9 |
| Disagree with the isolation of PLHIV | 45.6 | 53.3 | +7.7 |
| Disagree that HIV is linked to immoral behavior | 52.2 | 64.4 | +12.2 |
| Disagree with discomfort in treating PLHIV | 52.2 | 67.8 | +15.6 |
| Disagree that HIV+ individuals must forcibly disclose their status to all contacts | 32.2 | 47.8 | +15.6 |
| Agree that confidentiality is essential | 82.2 | 95.6 | +13.4 |
*Pre- and post-test responses reflect the proportion of students selecting “Agree” or “Strongly Agree” for positive statements, and “Disagree” or “Strongly Disagree” for negative/stigmatizing statements. ‘+’ sign indicates that the participant demonstrated improvement in the attitude by giving a correct response. PLHIV: People living with human immunodeficiency virus, HCW: Healthcare worker, HIV: Human immunodeficiency virus.
Overall, the cinemeducation intervention resulted in meaningful improvements in both HIV-related knowledge and attitudes. The greatest gains were observed in contemporary concepts such as U=U, PrEP, and early HIV diagnosis, while attitudinal changes reflected enhanced empathy, reduced stigma, and greater ethical awareness.
Results of traditional didactic lecture
A total of 90 Phase II MBBS students completed both the pre-test and post-test assessments following the traditional lecture-based teaching session. As shown in Table 3, improvements were observed across all knowledge domains. The largest gains were noted in awareness of PrEP (54.4–81.2%), understanding of NAAT during the HIV window period (42.6–66.7%), and knowledge of the U=U concept (41.2–63.8%). Moderate improvements were also observed in the understanding of the HIV window period and the role of ART in preventing opportunistic infections. These findings indicate that the lecture session effectively improved knowledge regarding HIV prevention, diagnosis, and management.
| Question topic | Correct pre (%) | Correct post (%) | Improvement |
|---|---|---|---|
| HIV transmission via unprotected sexual contact | 91.2 | 95.7 | ↑ 4.5 |
| Transmission via blood and semen | 95.6 | 98.6 | ↑ 3.0 |
| HIV targets CD4+ T helper cells | 92.6 | 100 | ↑ 7.4 |
| Window period: 3–12 weeks | 58.8 | 71.0 | ↑ 12.2 |
| ART prevents opportunistic infections | 79.4 | 94.2 | ↑ 14.8 |
| U=U (Undetectable = Untransmittable) | 41.2 | 63.8 | ↑ 22.6 |
| NAAT detects HIV during the window period | 42.6 | 66.7 | ↑ 24.1 |
| AIDS classification by CD4 count <200 cells/mm3 | 83.8 | 92.8 | ↑ 9.0 |
| ART during pregnancy for PMTCT | 82.4 | 91.3 | ↑ 8.9 |
| Awareness of PrEP | 54.4 | 81.2 | ↑ 26.8 |
‘↑’: Upward pointing arrows indicates that the knowledge score increased after the intervention. HIV: Human immunodeficiency virus, CD4: Cluster of differentiation 4, ART: Antiretroviral therapy, NAAT: Nucleic acid amplification test, AIDS: Acquired immunodeficiency syndrome, PMTCT: Prevention of mother-to-child transmission, PrEP: Pre-exposure prophylaxis.
Attitudinal changes following the lecture intervention are summarised in Table 4. Positive shifts were observed in several domains, including comfort in interacting with PLHIV, which increased from 60.3–95.7%, and recognition of equal respect and dignity for HIV-positive individuals, which increased from 86.7–98.6%. Stigmatizing attitudes also declined, with fewer students believing that PLHIV should be isolated or that HIV is associated with immoral behavior. Awareness regarding the importance of confidentiality and support for mandatory HIV-related education also improved following the lecture session.
| Attitudinal statement | Pre (%) | Post (%) | Change |
|---|---|---|---|
| Comfortable interacting with PLHIV | 60.3 | 95.7 | ↑ 35.4 |
| Belief that PLHIV should be isolated | 36.8 | 23.2 | ↓ 13.6 |
| Equal respect for HIV+ individuals | 86.7 | 98.6 | ↑ 11.9 |
| Uncomfortable treating HIV+ patients | 23.6 | 17.4 | ↓ 6.2 |
| HIV is a disease of immoral behavior | 44.1 | 21.7 | ↓ 22.4 |
| HIV-related education should be mandatory | 82.3 | 100 | ↑ 17.7 |
| Awareness of confidentiality responsibility in HIV care | 86.7 | 95.7 | ↑ 9.0 |
‘↑’: Upward pointing arrows indicates that the knowledge score increased after the intervention, ‘↓’: Downward pointing arrows indicates that the knowledge score decreased after the intervention. PLHIV: People living with human immunodeficiency virus, HIV: Human immunodeficiency virus.
Comparative analysis of cinemeducation and traditional lecture
Both educational interventions resulted in statistically significant improvements in knowledge scores (paired t-test, p <0.001). However, as shown in Table 5, cinemeducation demonstrated greater gains in areas requiring conceptual understanding, including knowledge of the HIV window period and the U=U concept, whereas the traditional lecture showed greater improvement in awareness of PrEP. Improvements in knowledge regarding NAAT and the role of ART were comparable between the two groups.
| Knowledge item | Traditional lecture (% increase) | Cinemeducation (% increase) | p value | Interpretation |
|---|---|---|---|---|
| Window period of HIV testing | 12.2 | 23.3 | <0.05 | Significantly better with cinemeducation |
| NAAT during the window period | 24.1 | 21.1 | >0.05 | Comparable |
| U=U (Undetectable = Untransmittable) | 22.6 | 23.4 | <0.05 | Slightly better with cinemeducation |
| PrEP awareness | 26.8 | 12.2 | <0.05 | Better with a traditional lecture |
| ART prevents opportunistic infections | 14.8 | 13.3 | >0.05 | Comparable |
A p-value of <0.05 was considered statistically significant. HIV: Human immunodeficiency virus, NAAT: Nucleic acid amplification test, PrEP: Pre-exposure prophylaxis, ART: Antiretroviral therapy.
Within-group analysis revealed significant improvements in both groups. The traditional lecture group demonstrated an increase in mean scores from 10.2 ± 2.3 to 13.8 ± 1.9 (t = 14.49, p <0.001), whereas the cinemeducation group improved from 10.1 ± 2.4 to 14.6 ± 1.6 (t = 16.22, p <0.001). Between-group comparison of post-test scores showed significantly higher performance in the cinemeducation group (t = 2.78, df = 178, p =0.006).
As depicted in Table 6, both interventions produced favorable attitudinal changes; however, cinemeducation resulted in greater reductions in discomfort while treating HIV-positive patients and greater improvement in awareness regarding confidentiality and healthcare-related stigma. The traditional lecture demonstrated larger reductions in beliefs supporting isolation of PLHIV and in associating HIV with immoral behavior. Overall, cinemeducation appeared particularly effective in promoting empathy and ethical sensitivity.
| Attitudinal item | Traditional lecture (% change) | Cinemeducation (% change) | p value | Interpretation |
|---|---|---|---|---|
| Comfort interacting with PLHIV | +35.4 | +30.0 | >0.05 | Comparable |
| Discomfort in treating HIV-positive individuals | −6.2 | −15.6 | <0.05 | Better with cinemeducation |
| Belief that PLHIV should be isolated | −13.6 | −7.7 | <0.05 | Better with a traditional lecture |
| Association of HIV with immoral behavior | −22.4 | −12.2 | <0.05 | Better with a traditional lecture |
| Support for an HIV-positive friend | Not assessed | +23.3 | — | Assessed only in the cinemeducation group |
| Awareness of confidentiality responsibility | +9.0 | +13.4 | <0.05 | Better with cinemeducation |
| Perception of healthcare-related stigma | Not assessed | +8.9 | — | Assessed only in the cinemeducation group |
A p-value of <0.05 was considered statistically significant. ‘+’ sign indicates that a positive change in the participant attitude following the intervention, ‘-’ sign indicates that a negative change in the participant attitude following the intervention. PLHIV: People living with human immunodeficiency virus, HIV: Human immunodeficiency virus.
The overall pre- and post-test score comparison has been presented in Table 7. Although both interventions significantly improved knowledge and attitudes, cinemeducation produced a greater mean improvement (+4.5 vs. +3.6) and significantly higher post-test scores. These findings suggest that while traditional lectures remain effective for knowledge transfer, cinemeducation offers additional benefits in enhancing conceptual understanding, empathy, and ethical awareness related to HIV/AIDS.
| Group | Mean pre-test score | Mean post-test score | Mean improvement | Paired t-test (p value) |
|---|---|---|---|---|
| Traditional lecture | 10.2 ± 2.3 | 13.8 ± 1.9 | +3.6 | <0.001 |
| Cinemeducation | 10.1 ± 2.4 | 14.6 ± 1.6 | +4.5 | <0.001 |
| Between-group post-test comparison | t-value | df | p value | |
| Traditional vs. Cinemeducation | 2.78 | 178 | 0.006 |
The difference in post-test scores between the two groups was statistically significant (p = 0.006), favoring the cinemeducation intervention. A p-value of <0.05 was considered statistically significant. ‘+’ sign indicates that an positive improvement in the score when pre- and post-test scores were compared. df: Degree of freedom
DISCUSSION
This study evaluated the effectiveness of cinemeducation compared with traditional lecture-based teaching in improving HIV/AIDS-related knowledge, attitudes, and clinical confidence among second-phase MBBS students. Both teaching methods produced statistically significant improvements in cognitive and affective learning outcomes. However, cinemeducation demonstrated comparatively greater effectiveness in promoting empathy, ethical awareness, stigma reduction, and contextual understanding of HIV-related issues.
The cinemeducation group showed marked improvement in understanding complex and socially sensitive concepts such as the HIV window period, the concept of “Undetectable = Untransmittable” (U=U), confidentiality responsibilities, and a reduction in discomfort while interacting with PLHIV. These findings suggest that narrative-driven learning enables students to emotionally connect with patient experiences, thereby facilitating deeper reflection and attitudinal transformation. Similar findings have been reported in previous studies highlighting the role of films and narrative media in enhancing empathy, ethical reasoning, and learner engagement in medical education.[13–17]
The present study also demonstrated that the traditional lecture-based approach was more effective for certain structured knowledge domains, particularly awareness regarding PrEP. The traditional lecture group demonstrated a greater percentage improvement in PrEP-related knowledge compared with the cinemeducation group. This observation suggests that didactic teaching methods continue to be effective for delivering concise, fact-oriented, and protocol-based public health information. The structured nature of lectures may facilitate rapid transmission of guideline-based concepts and standardized factual content. Therefore, while cinemeducation appears more beneficial for affective and contextual learning outcomes, conventional lectures continue to play an important role in reinforcing core theoretical knowledge.[4,7,8]
Interestingly, both groups demonstrated comparable improvements in areas such as NAAT awareness and ART-related knowledge, indicating that foundational biomedical concepts can be effectively taught using either instructional strategy. However, cinemeducation appeared particularly advantageous in addressing emotionally sensitive and stigma-related aspects of HIV care. Students exposed to the film-based intervention showed greater reductions in discomfort while treating PLHIV and improved appreciation of confidentiality and ethical responsibilities. These findings are consistent with earlier studies demonstrating that cinematic narratives encourage reflective learning, emotional engagement, and development of humanistic values among medical learners.[9-12,16,17]
Quantitative feedback from students further supported the educational value of cinemeducation, with high ratings observed for myth dispelling, clinical relevance, facilitator engagement, and overall session quality. Students reported that the audiovisual narratives helped them better understand the psychosocial realities faced by PLHIV and challenged many previously held misconceptions. The intervention promoted reflective thinking and emotional insight, qualities that are often difficult to achieve through traditional didactic lectures alone.[13-18]
Taken together, these findings suggest that cinemeducation should not replace traditional teaching methods but rather complement them. An integrated educational model combining didactic lectures for factual clarity with cinemeducation for empathy-building, reflective learning, and stigma reduction may provide the most comprehensive learning experience for undergraduate medical students. The present study demonstrates that cinemeducation is an effective and engaging adjunct to conventional teaching, capable of enhancing knowledge acquisition, dispelling misconceptions, fostering empathy, and sensitizing future healthcare professionals to the ethical, social, and psychological dimensions of HIV/AIDS care. Incorporating narrative-based and multimedia learning strategies into undergraduate medical curricula may therefore help bridge the gap between theoretical knowledge and humane, patient-centered clinical practice, ultimately contributing to the development of more compassionate and socially responsive physicians.[18-20]
Limitations
In spite of all the positive aspects of the study, it does have some limitations; it was conducted in a single medical college, so the results may not apply to other institutions. The improvements in knowledge and attitudes were measured immediately after the intervention, with no long-term follow-up to check for retention or real-life impact. There could be social desirability bias since the attitude responses were self-reported. Lastly, the study did not measure how well students applied their learning in clinical practice.
CONCLUSION
Cinemeducation has been proved to be an effective educational strategy for improving both cognitive and affective learning outcomes related to HIV/AIDS among undergraduate medical students. Compared with traditional lectures, it demonstrated superior effectiveness in enhancing empathy, reducing stigma, improving ethical awareness, and strengthening understanding of complex concepts such as the HIV window period and the U=U principle. While conventional lectures remain valuable for structured knowledge transfer, integrating cinemeducation into the undergraduate medical curriculum can provide a more engaging, reflective, and patient-centred learning experience. A blended educational approach combining didactic teaching with narrative-based learning may therefore be the most effective strategy for HIV/AIDS education.
Acknowledgement
We express our sincere gratitude to the department for their support and encouragement throughout this study. We extend our heartfelt thanks to all the second-phase MBBS students who enthusiastically participated in the research. We also acknowledge the contributions of our teaching faculty and technical staff for their assistance during the educational interventions. A special thanks to the expert panel who facilitated the reflection sessions during the cinemeducation module. Finally, we are grateful to the Institutional Ethics Committee for their valuable guidance and approval, and to the management for providing the infrastructure and environment conducive to medical education research.
Ethical approval
The research/study approved by the Institutional Review Board at Jawaharlal Nehru Medical College, KLE Academy of Higher Education & Research (KAHER), Belgavi, Karnataka, number MDC/JNMCIEC/620, dated 10th February 2025.
Declaration of patient consent
The authors certify that they have obtained all appropriate participant consent forms. In the form, the participants have given their consent for their clinical information to be reported in the journal. The participants understand that their names and initials will not be published and due efforts will be made to conceal their identity, but anonymity cannot be guaranteed.
Financial support and sponsorship
Nil.
Conflicts of interest
There are no conflicts of interest.
Use of artificial intelligence (AI)-assisted technology for manuscript preparation
The authors confirm that there was no use of artificial intelligence (AI)-assisted technology for assisting in the writing or editing of the manuscript and no images were manipulated using AI.
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