Perceptions of medical dramas among Palestinian medical students: A cross-sectional study

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Suboh, Israa I. Ismail, Ayman G. Ikhlayel, and 4 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7667692/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 18 You are reading this latest preprint version Abstract Background: This study aimed to investigate how Palestinian medical students, a group largely underrepresented in the existing literature, perceive medical dramas. It explores their viewing habits, their perceptions of realism and ethical portrayals in these shows, and the potential for using this popular media as an educational tool. Method: A cross-sectional study was conducted among a convenience sample of 368 medical students from five universities in the West Bank, Palestine. Data were collected using a modified version of a previously validated questionnaire. Descriptive statistics and significance testing were used for the statistical analysis. Results: A total of 638 medical students participated in the study, with a mean age of 21.1 ± 1.65 years; the majority were female (66.8%). Most students (73.4%) reported having watched a medical drama, although the majority did so less than once per week (62.0%) and typically alone (84.2%). Regarding realism, 77.3% perceived the clinical scenes as only slightly or moderately realistic, while 41.9% considered the ethical content moderately accurate. Nearly half of the participants indicated that watching these shows increased their empathy toward patients (46.5%) and motivated them to continue their studies (47.2%). A significant association was observed between watching medical dramas and considering family, friends, and magazines/online news as important sources of ethical guidance. Conclusion: Palestinian medical students frequently watch medical dramas, and although they criticize the series' realism, they admit that it has improved their sensitivity and drive. These shows might be used as a useful "entertainment-education" tool to challenge misunderstandings and promote dialogue in official bioethics curriculum, according to the research. Medical education Medical dramas Bioethics Professionalism Palestinian medical students Informal curriculum. Figures Figure 1 Figure 2 Background Medical dramas, which combine practical storylines with humanistic and ethical quandaries, have gained popularity and influence as a cultural genre since the 1950s, when early television shows like Dr. Kildare and later ER brought medical practice to television screens [ 1 ][ 2 ]. These days, internationally popular television shows like Grey Anatomy, House M.D., and The Good Doctor have become iconic, enthralling viewers with a mixture of interpersonal drama, medical problem-solving, and emotionally charged decision-making [ 3 ]. Despite its initial intent as entertainment, medical dramas have expanded into the fields of education and the workplace, impacting viewers' medical knowledge and attitudes as well as how the general public views healthcare institutions [ 4 ]. These programs might serve as an informal "hidden curriculum" for medical students, influencing their capacity for empathy, moral judgment, and clinical practice standards [ 5 ]. According to certain research, students' career preferences and the series they watch are even correlated [ 1 ]. But there are still issues with clinical procedural errors, the speed at which complicated cases are resolved, and the representation of professional misbehavior, all of which run the danger of creating false beliefs about medicine [ 5 ]. In keeping with broader cultural and technical changes, modern audiences—including medical students—are also experiencing these plays in novel ways as a result of the growth of digital streaming, frequently individually and on-demand rather than collectively through traditional television [ 6 ]. Studies on the impact of medical dramas are still few in the Arab world, despite their widespread documentation in North America, Europe, and Asia. Significant impacts on students' attitudes of healthcare are suggested by Saudi Arabian research [ 7 ].However, no published research has yet addressed Palestinian students, who deal with particular sociopolitical and medical issues influenced by financial limitations and interruptions brought on by conflict [ 8 ]. It is therefore crucial to understand how these exaggerated portrayals are perceived whether as inspiring, misleading, or educational. By leveraging the instructional potential of popular media, medical educators can address possible misconceptions through such insights [ 9 ]. To explore this, the present study investigates Palestinian medical students’ perceptions of medical dramas, focusing on their expectations regarding real-life clinical practice, medical knowledge, empathy, and specialty interests. Objective The aim of our study is to investigate the perceptions of medical dramas among Palestinian medical students. We sought to explore their viewing habits, assess their perceptions of the realism and ethical portrayals in these shows, and understand the potential for using this popular media as an educational tool to enhance the medical curriculum. Methodology Setting and study design: This cross-sectional study was carried out by a team of undergraduate medical students from Palestine Polytechnic University in the years 2025 to 2026. An online population-based survey was conducted to collect data from medical students in different Palestinian universities located in the West Bank region. The data collection periods spanned from the 1st of July to the 1st of August 2025. The questionnaire that was used in this study was based on a previously validated tool created by Czarny et al[ 10 ], which was centered on medical television dramas. Data collecting tool For this study, a Google Forms-created online survey was used to gather data. "Questionnaire: Perceptions of Medical Dramas among Palestinian Medical Students," the survey's title, sought to ascertain how these programs influenced students' opinions on professionalism, ethics, and realism. For research purposes, all answers were kept private and anonymous. An English language version of the questionnaire is attached as Supplementary File 1. Sections of the Survey There were four main components to the questionnaire: Demographics: Fundamental data such as age, sex, and school year. Viewing Patterns: Inquiries concerning students' viewing patterns for medical dramas. Perceptions: How do students see the professionalism, ethics, and realism depicted in these programs. Impact: How students' conduct, psychology, and understanding of bioethics are affected personally by viewing medical dramas. Participants have to provide their informed consent before the survey could begin. 640 medical students participated in this study by using a convenient, snowball sampling technique. Snowball sampling was used due to logistic limitations and unavailability of an accessible centralized database of students. The respondents passed the survey to others to get a good coverage among geographically dispersed medical schools of West Bank. This strategy enabled successful recruitment of a wide and representative sample in an optimal quantity, taking advantage of institutional representation under conditions of limited direct access to students. Participants of the study included all undergraduate medical students enrolled from different years. Faculty members, interns, and students from other non-medical programs were not allowed to participate. The potential bias that could result from the use of a non-probability sampling technique was managed by recruiting an adequate sample of medical students from most of the medical schools in the country, thereby enhancing the generalizability and reliability of the findings. The Statistical Package for Social Sciences (SPSS) Version 29.0 was used in coding, input, and analyzing the survey data. Chi-square and Fisher Exact tests were used in determining the presence of a relationship between the demographic profile of the students and their response to the four main study sections, and frequencies and percentages were used in explaining the findings. P-values were significant if < 0.05. This study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki and before data collection commenced, the data collection procedure was approved by the Research Ethics Committee at Palestine Polytechnic University (Approval No.: [EA/2025/74]).Participants are asked to give their informed consent to participate before the survey begins. Result A total of 638 medical students participated in the study, with a mean age of 21.1 ± 1.65 years. The majority were female (66.8%), compared to male (33.2%). Students were distributed across different academic years, with the highest proportion in the fifth year (20.8%) and the lowest in the first year (12.7%). Participants came from various universities, most commonly An-Najah National University (31.7%), followed by Al-Quds University (19.3%) and Palestine Polytechnic University (17.4%). Most students reported watching drama programs in the past year (74.6%), and specifically 73.4% had watched medical dramas. Among those, 41.7% watched 1–3 seasons, while 19.4% watched more than 6 seasons. The majority watched medical dramas less than once per week (62.0%) and usually alone (84.2%) (Table 1 ) Table 1 Demographic Characteristics of Participants Frequency (N) Percentage (%) Age ( mean, standard deviation) 21.11 +/- 1.653 Gender Male 212 33.2 Female 426 66.8 What year of medical school are you currently in? First year 81 12.7 Second year 121 19.0 Third year 94 14.7 Fourth year 123 19.3 Fifth year 133 20.8 Sixth year 86 13.5 What is your university? Palestine Polytechnic University 111 17.4 Hebron University 102 16.0 Al-Quds University 123 19.3 An-Najah National University 202 31.7 Arab American University 100 15.7 Have you watched any drama programs in the past year? Yes 476 74.6 No 162 25.4 Have you ever watched a medical drama? Yes 468 73.4 No 170 26.6 how many seasons or episodes of medical drama shows have you watched in total? (N = 468) Less than one season 110 23.5 1–3 seasons 195 41.7 4–6 seasons 72 15.4 More than 6 seasons 91 19.4 How often do you watch a medical drama program weekly? (N = 468) Less than once a week 290 62.0 1–3 times per week 133 28.4 4–6 times per week 28 6.0 More than 6 times per week 17 3.6 Do you watch medical dramas with friends? (N = 468) No, mostly by myself 394 84.2 Yes, with non-medical student friends 37 7.9 Yes, with medical student friends 37 7.9 As shown in Table 2 , about 35.4% of students reported never having formal exposure to bioethics, while 34.4% had exposure through an undergraduate course, and 19.7% through a required medical module. Nearly half of the students (46.4%) discussed ethical issues from medical dramas with friends, and 65.8% believed these shows influence public perception of doctors. Furthermore, 49.6% indicated that medical dramas had influenced their interest in a specific medical specialty. Regarding realism, 34.4% rated the clinical scenes as slightly realistic, 42.9% as moderately realistic, and only 1.5% as very realistic. In terms of ethical accuracy, 41.9% perceived them as moderately accurate, while 5.3% considered them most accurate. Notably, 46.6% reported that friends or family had asked for their opinion on bioethical issues seen in medical dramas. Table 2 participants Exposure to and Interests in Bioethics (N = 468). Frequency (N) Percentage (%) Have you had previous formal exposure to bioethics? (N = 468) Never 226 35.4 Through an undergraduate course (e.g., Medical Ethics, Bioethics) 277 34.4 Through a required medical course (e.g., specific module within a medical subject) 126 19.7 other 9 1.4 Do you discuss the ethical issues raised in medical television shows with your friends? (N = 468) Yes 217 46.4 No 251 53.6 Do you think medical dramas influence the public perception of doctors? (N = 468) Yes 308 65.8 No 20 4.3 Maybe 140 29.9 Have medical drama shows ever influenced your interest in a specific medical specialty? (N = 468) Yes 232 49.6 No 236 50.4 To what extent do you think the clinical scenes in medical dramas reflect real-life medical practice? (1 = Not realistic at all, 5 = Very realistic) (N = 468) Not realistic 43 9.2 Slightly realistic 161 34.4 Moderately realistic 201 92.9 Realistic 56 12.0 Very realistic 7 1.5 Do you think that medical dramas accurately depict ethical issues that arise in clinical practice? (1 = Least accurate, 5 = Most accurate) (N = 468) Least accurate 39 8.3 Slightly accurate 115 24.6 Moderately accurate 196 41.9 Very accurate 93 19.9 Most accurate 25 5.3 Have friends or family members ever asked for your opinion on a bioethical issue they have seen on a medical program? (N = 468) Yes 218 46.6 No 250 53.4 Table 3 illustrates the psychological and behavioral impact of medical dramas. Around 35% of students strongly disagreed that dramas made them feel anxious about medicine, while 36.3% agreed that they helped reduce stress. Emotional scenes had a deep effect on 29.1% of participants, and 47.2% reported that medical dramas motivated them to continue their studies. Increased empathy toward patients was acknowledged by 46.5% of students. Additionally, 41% admitted comparing real-life clinical experiences with what they had seen in dramas. About 33.3% agreed that dramas exaggerate doctors’ emotional stress, and 32.5% reported reacting emotionally while watching. Moreover, 41.1% felt that dramas shaped their view of the doctor–patient relationship, and 47.2% wished hospitals were more like those shown on screen. Finally, 42.8% indicated that they had learned a medical fact or skill from dramas. Table 3 Psychological and Behavioral Impact of Medical Dramas . (N = 468) Strongly disagree Disagree Neutral Agree Strongly Agree This show made me feel anxious or fearful about the medical profession 164 35.0% 144 30.8% 121 25.9% 34 7.3% 5 1.1% Watching medical dramas helped reduce my personal stress or anxiety 69 14.7% 116 24.8% 170 36.3% 90 19.2% 23 4.9% Emotional scenes (e.g., death, failure, tough decisions) affect me deeply 74 15.8% 119 25.4% 139 29.7% 95 20.3% 41 8.8% Medical dramas have given me hope or motivation to continue studying medicine 31 6.6% 70 15.0% 146 31.2% 123 26.3% 98 20.9% These shows increased my empathy towards patients and their families 33 7.1% 84 17.9% 133 28.4% 134 28.6% 84 17.9% I find myself comparing real clinical experiences to what I’ve seen in medical dramas 52 11.1% 80 17.1% 144 30.8% 111 23.7% 81 17.3% Medical dramas exaggerate the emotional stress doctors face in real life 78 16.7% 117 25.0% 156 33.3% 84 17.9% 33 7.1% I have reacted emotionally (e.g., cried, got nervous, angry) while watching a medical drama 98 20.9% 95 20.3% 123 26.3% 99 21.2% 53 11.3% Medical dramas shaped my view of the doctor–patient relationship 61 13.0% 138 29.5% 159 34.0% 77 16.5% 33 7.1% I wish real hospitals were like the ones shown in medical dramas 50 10.7% 71 15.2% 126 26.9% 113 24.1% 108 23.1% I have learned a medical fact or clinical skill from a medical dramas 36 7.7% 104 22.2% 128 27.4% 115 24.6% 85 18.2% As shown in Table 4 , associations between watching medical dramas and perceived importance of different sources of guidance on bioethics were assessed. Students who watched dramas were significantly more likely to consider family (p < 0.001), friends (p = 0.021), and magazines/online news (p = 0.0375) as important sources of ethical guidance. No significant differences were found regarding medical school curricula, newspapers, religious teachings, scholarly journals, or social media. Table 4 Association Between Having Watched Television Medical Dramas and Perceived Importance of Sources of Guidance on Bioethics Among participants (N = 638) . Watched medical drama P value Perceived importance Yes No چmedical drama Less important 376 72.0% 146 28.0% 0.109 Most important 92 79.3% 24 20.7% Family Less important 359 77.4% 105 22.6% 0.000 Most important 109 62.6% 65 37.4% Friends Less important 359 75.7% 115 24.3% 0.021 Most important 109 66.5% 55 33.5% Magazines/Online New Less important 360 74.2% 125 25.8% 0.0375 Most important 108 70.6% 45 29.4% Medical school curriculu Less important 203 71.5% 81 28.5% 0.337 Most important 265 74.9% 89 25.1% Newspaper Less important 396 73.3% 144 26.7% 0.978 Most important 72 73.5% 26 26.5% Religious values/Teaching Less important 213 67.1% 76 23.9% 0.170 Most important 255 71.2% 103 28.8% Scholarly journals/Article Less important 300 72.6% 113 27.4% 0.580 Most important 168 74.7% 57 25.3% Social Media Less important 313 74.5% 107 25.5% 0.354 Most important 155 71.1% 36 28.9% Figure 1 demonstrates that participants generally perceived the overall handling of ethical and medical issues in television medical dramas as only partially accurate. The majority rated these portrayals as moderate, suggesting that while students recognized some degree of realism, they were also aware of the oversimplification and dramatization inherent in such shows. Only a small proportion considered the depictions highly accurate, highlighting a critical awareness of the limitations of medical dramas as reliable sources of medical or ethical knowledge. Figure 2 illustrates participants’ evaluations of the depiction of professionalism in medical dramas. Most respondents indicated that the shows portrayed professional ideals such as respect, integrity, and physician–patient relationships in a limited or moderately accurate manner. Fewer students perceived these portrayals as highly professional, underscoring that while medical dramas may introduce elements of professionalism, they often fail to capture its full complexity within real clinical practice. Discussion This study provides an in-depth look at how Palestinian medical students, who have been mainly underrepresented in the literature to date, view medical dramas. A modified version of a previously validated tool developed by Czarny et al [ 10 ], served as the questionnaire for this investigation. Our results align with previous research conducted in diverse settings, including Saudi Arabia [ 11 ], Australia [ 3 ], and other international contexts [ 5 ], all of which consistently demonstrate that medical students are frequent consumers of medical television dramas. A substantial majority of our participants (73.4%) reported watching medical dramas, which aligns with the high viewership observed in the U.S.-based study by Czarny et al. (> 80%) [ 1 ],and further underscores the widespread appeal of this genre among medical students globally. Among Palestinian medical students, our study revealed that the most popular medical dramas were House M.D., Grey's Anatomy, and The Good Doctor. Alahmari (2023) found that Saudi medical students had comparable tastes [ 11 ], while Czarny et al. (2008) found that more than 80% of U.S. medical students watched these series, especially House M.D. and Grey's Anatomy [ 1 ]. According to these findings, some medical dramas are popular and could be helpful teaching and ethical discussion aids. Our study found that the majority of our Palestinian participants watch medical dramas alone, with 84.2% reporting solitary viewing and 62.0% watching less than once per week. On the other hand, a study by Czarny et al. (2008) in the US found that the majority of students watched medical dramas in a more social setting, frequently talking about the shows with their peers. This was during a period when television shows were primarily broadcast and on-demand streaming was not yet commonly accessible [ 18 ]. This disparity demonstrates how media consumption patterns have changed significantly over the last ten years, with contemporary viewers favoring online viewing and on-demand streaming services over traditional television [ 6 ]. In the broader Arab context, studies conducted across the region have shown that digital platforms are increasingly replacing traditional television, with a large number of viewers now relying on smartphones and internet-based services for both entertainment and educational content [ 12 ]. This shift in media consumption patterns likely explains why a substantial proportion of our participants watch medical dramas alone, reflecting broader cultural and technological transformations in how media is accessed and utilized. Beyond viewing patterns, the issue of perceived realism and ethical accuracy also emerged as a key theme in our study, Perceptions of realism and ethical representation in medical dramas constitute a crucial component of our study. Even though 77.3% of our participants thought the clinical scenarios were only slightly or moderately realistic, this opinion is consistent with research from other countries. According to Australian research by Weaver and Wilson, the majority of students believed that depictions of medical television programs of professionalism and ethics were untrue [ 3 ]. Our study also explored students’ perceptions of the portrayal of ethical issues. A considerable proportion of our participants (41.9%) regarded these portrayals as moderately accurate. This finding aligns with the results of Cambra-Badii et al. (2021), where more than half of respondents (56.9%) felt that ethical issues were insufficiently represented [ 5 ]. However, 11.1% of students, according to a recent Saudi Arabian survey by Alahmari (2023), believed that the representation of ethical quandaries was "accurate" or "mostly accurate" [ 11 ]. This might be because in these dramas, medical errors, professional misbehavior, and care rationing were among the topics that were handled the least well [ 11 ]. This indicates that students may remain susceptible to ethical myths, despite recognizing the lack of procedural realism [ 13 ]. Given earlier studies showing the high prevalence of unethical behavior and moral violations frequently depicted in medical dramas, this is highly concerning [ 14 ], The fact that students are able to critically engage with medical dramas highlights their potential as a form of "entertainment-education," fostering ethical reflection rather than passive viewing. This is evident in their generally modest ratings of realism [ 15 ]. Our study found no statistical association between the year of enrollment and the perceived accuracy of medical dramas. This result contradicts certain research that show senior students with clinical experience had a more critical perspective [ 1 ]. But it is consistent with other studies that found no discernible difference between academic years [ 11 ]. This may be explained by the distinct geopolitical environment and resource constraints that Palestinian medical students face, which may force them to approach their coursework from the beginning with a robust and critical mindset, independent of their clinical experience [ 16 ]. Our findings also demonstrate that medical dramas significantly affect students' behavior and psychology. 47.2% of the participants reported the dramas inspired them to pursue more medical education, and nearly half (46.5%) said these shows enhanced their empathy for patients and their families. The potential of these shows as an additional instructional resource is highlighted by this favorable influence [ 14 ]. This result is in line with a Slovenian study that found medical dramas are a common source of amusement for medical students and can have a favorable impact on their career decisions [ 17 ]. Interestingly, our study revealed a significant association between watching medical dramas and the perceived importance of non-academic sources of bioethical guidance. Students who watched medical dramas were significantly more likely to consider family (p < 0.001), friends (p = 0.021), and magazines/online news (p = 0.0375) as important resources for understanding bioethical issues. This represents a notable departure from previous studies that emphasized conventional academic sources such as universities and scientific journals [ 1 ]. The study's conclusions have important ramifications for Palestine's medical education system. Considering that 35.4% of participants reported never having been exposed to bioethics in a formal setting, including popular culture in the curriculum offers a valuable opportunity. Given that a large proportion of students were able to recollect ethical dilemmas from medical programs, these programs could serve as effective case studies in tutorials or lectures to encourage critical thinking and discussion of complex bioethical issues. Teachers can turn the "flawed realism" of these programs into a practical and engaging teaching tool by employing particular sequences to highlight the differences between dramatized fiction and actual clinical practice. Our study is not without limitations. The use of a non-probability convenience sampling method, while necessary due to logistical constraints, may limit the generalizability of our findings to all Palestinian medical students, especially since the study included only students from the West Bank, due to the difficulty of reaching students in the Gaza Strip because of the ongoing war and internet outages. Additionally, the cross-sectional design does not allow for establishing causality between media consumption and student perceptions. Future research should consider longitudinal studies to better understand the long-term impact of medical dramas on the professional development of medical students. It would also be valuable to explore the influence of local and regional dramas, as our study was based on an adaptation of a questionnaire primarily focused on Western media Conclusion Palestinian medical students are frequent viewers of medical dramas, with 73.4% of participants reporting having watched them. While they are critical of the clinical realism, they find the shows to be a source of increased empathy (46.5%) and motivation to continue their studies (47.2%). The study also found a significant link between watching these dramas and considering non-academic sources like family, friends, and online news as important for understanding bioethics. These results highlight the potential of using these shows as a tool for "entertainment-education" in the medical curriculum to address the lack of formal bioethics exposure among students (35.4%). Abbreviations SPSS Statistical Package for the Social Sciences M.D Medical doctor U.S United States N Frequency IRB Institutional Review Board Declarations Ethics approval and consent to participate: This study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki. Ethical approval was obtained from the Institutional Review Board (IRB) at Palestine Polytechnic University in Palestine (Ref No: EA/2025/74). All participants provided informed consent electronically prior to participating in the study. Consent for publication: Not applicable Competing interests: The authors declare no competing interests. Clinical trial number Not applicable Funding: This research received no external funding. Author Contribution B.D. Involved in data acquisition and contributed to writing and revising the manuscript.M.S. Assisted in designing the study and contributed to the interpretation of data. performed statistical analysis, interpreted the results, and led the drafting and critical revision of the manuscript. I.I. Helped in data collection and contributed to validation of study findings. A.I. Assisted in data entry, and contributed to reviewing the manuscript. O.D. Involved in project administration and data acquisition.D.A. Assisted in investigation, validation, and reviewing of the manuscript.A.D. Provided clinical insights, writing discussion and data collection, M.A. Contributed to the conception and design of the study, supervised data collection, performed statistical analysis, interpreted the results, writing method and led the drafting and critical revision of the manuscript. Acknowledgement The authors want to express their profound appreciation to all of the faculty members and medical students who took part in this study for their priceless efforts. Special thanks are due to Palestine Polytechnic University for supporting the distribution of the survey. Data Availability The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request. References Czarny MJ, Faden RR, Nolan MT, et al. Medical and Nursing Students’ Television Viewing Habits: Potential Implications for Bioethics. Am J Bioeth. 2008;8:1–8. Rocchi M, History. Analysis and Anthropology of Medical Dramas: A Literature Review. 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Attitudes of Palestinian medical students on the geopolitical barriers to accessing hospitals for clinical training: a qualitative study. Confl Health. 2016;10:5. Wong RY, Saber SS, Ma I, et al. Using television shows to teach communication skills in internal medicine residency. BMC Med Educ. 2009;9:9. Czarny MJFRNMBESJ. Medical and nursing Students’ television viewing habits: Potential implications for bioethics. Am J Bioet. Alahmari AA. Professionalism, Ethics, and Realism of Television Medical Dramas as Perceived by Saudi Medical Students. J Med Educ Curric Dev; 10. Epub ahead of print 12 January 2023. 10.1177/23821205231175037 Tayyem R, Qasrawi R, Sabbah H, Al, et al. The impact of digital literacy and internet usage on health behaviors and decision-making in Arab MENA countries. Technol Soc. 2025;82:102911. Law M, Kwong W, Friesen F, et al. The current landscape of television and movies in medical education. Perspect Med Educ. 2015;4:218–24. Hoffman BL, Hoffman R, Wessel CB, et al. Use of fictional medical television in health sciences education: a systematic review. Adv Health Sci Educ Theory Pract. 2018;23:201–16. Chory-Assad RM, Tamborini R. Television Doctors: An Analysis of Physicians in Fictional and Non-Fictional Television Programs. J Broadcast Electron Media. 2001;45:499–521. Al Khaldi M, Abed Y, Alkaiyat A, et al. Challenges and prospects in the public health research system in the occupied Palestinian territory: a qualitative study. Lancet. 2018;391:S25. Klemenc-Ketis Z, Kersnik J. Using movies to teach professionalism to medical students. BMC Med Educ. 2011;11:60. Trachtman H. Medical ethics on television: A new teaching tool. Virtual Mentor. 2007;9(3):182–7. 10.1001/virtualmentor.2007.9.3.medu1-0703 . Additional Declarations No competing interests reported. Supplementary Files Supplementarymaterial.docx Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 13 Feb, 2026 Reviews received at journal 07 Feb, 2026 Reviews received at journal 06 Feb, 2026 Reviewers agreed at journal 05 Feb, 2026 Reviews received at journal 30 Jan, 2026 Reviewers agreed at journal 26 Jan, 2026 Reviewers agreed at journal 22 Jan, 2026 Reviews received at journal 19 Nov, 2025 Reviews received at journal 15 Nov, 2025 Reviewers agreed at journal 14 Nov, 2025 Reviewers agreed at journal 14 Nov, 2025 Reviewers agreed at journal 14 Nov, 2025 Reviewers agreed at journal 14 Nov, 2025 Reviewers invited by journal 14 Nov, 2025 Editor invited by journal 30 Sep, 2025 Editor assigned by journal 29 Sep, 2025 Submission checks completed at journal 29 Sep, 2025 First submitted to journal 21 Sep, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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14:07:11","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":28104,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003ePerceived handling of the ideals of professionalism by medical drama shows among participants (N = 468).\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-7667692/v1/7d5202c54f1f35aafcfc0099.png"},{"id":97135476,"identity":"b91de303-cd85-4ee7-aa16-e24873134807","added_by":"auto","created_at":"2025-12-01 09:49:02","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2283569,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7667692/v1/6f6b165f-dd5b-4e8e-ab89-34b2f67f5443.pdf"},{"id":96792585,"identity":"6b4bfa04-d78d-4133-a8a8-fe3f49b3ec59","added_by":"auto","created_at":"2025-11-26 07:04:28","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":27272,"visible":true,"origin":"","legend":"","description":"","filename":"Supplementarymaterial.docx","url":"https://assets-eu.researchsquare.com/files/rs-7667692/v1/4177d92f86dbb73825e38e9b.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Perceptions of medical dramas among Palestinian medical students: A cross-sectional study","fulltext":[{"header":"Background","content":"\u003cp\u003eMedical dramas, which combine practical storylines with humanistic and ethical quandaries, have gained popularity and influence as a cultural genre since the 1950s, when early television shows like Dr. Kildare and later ER brought medical practice to television screens [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e][\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThese days, internationally popular television shows like Grey Anatomy, House M.D., and The Good Doctor have become iconic, enthralling viewers with a mixture of interpersonal drama, medical problem-solving, and emotionally charged decision-making [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eDespite its initial intent as entertainment, medical dramas have expanded into the fields of education and the workplace, impacting viewers' medical knowledge and attitudes as well as how the general public views healthcare institutions [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. These programs might serve as an informal \"hidden curriculum\" for medical students, influencing their capacity for empathy, moral judgment, and clinical practice standards [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. According to certain research, students' career preferences and the series they watch are even correlated [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eBut there are still issues with clinical procedural errors, the speed at which complicated cases are resolved, and the representation of professional misbehavior, all of which run the danger of creating false beliefs about medicine [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eIn keeping with broader cultural and technical changes, modern audiences—including medical students—are also experiencing these plays in novel ways as a result of the growth of digital streaming, frequently individually and on-demand rather than collectively through traditional television [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eStudies on the impact of medical dramas are still few in the Arab world, despite their widespread documentation in North America, Europe, and Asia. Significant impacts on students' attitudes of healthcare are suggested by Saudi Arabian research [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e].However, no published research has yet addressed Palestinian students, who deal with particular sociopolitical and medical issues influenced by financial limitations and interruptions brought on by conflict [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eIt is therefore crucial to understand how these exaggerated portrayals are perceived whether as inspiring, misleading, or educational. By leveraging the instructional potential of popular media, medical educators can address possible misconceptions through such insights [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. To explore this, the present study investigates Palestinian medical students’ perceptions of medical dramas, focusing on their expectations regarding real-life clinical practice, medical knowledge, empathy, and specialty interests.\u003c/p\u003e\n\u003ch3\u003eObjective\u003c/h3\u003e\n\u003cp\u003eThe aim of our study is to investigate the perceptions of medical dramas among Palestinian medical students. We sought to explore their viewing habits, assess their perceptions of the realism and ethical portrayals in these shows, and understand the potential for using this popular media as an educational tool to enhance the medical curriculum.\u003c/p\u003e"},{"header":"Methodology","content":"\u003ch2\u003eSetting and study design:\u003c/h2\u003e\u003cp\u003eThis cross-sectional study was carried out by a team of undergraduate medical students from Palestine Polytechnic University in the years 2025 to 2026. An online population-based survey was conducted to collect data from medical students in different Palestinian universities located in the West Bank region. The data collection periods spanned from the 1st of July to the 1st of August 2025. The questionnaire that was used in this study was based on a previously validated tool created by Czarny et al[\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e], which was centered on medical television dramas.\u003c/p\u003e\u003ch3\u003eData collecting tool\u003c/h3\u003e\u003cp\u003eFor this study, a Google Forms-created online survey was used to gather data. \"Questionnaire: Perceptions of Medical Dramas among Palestinian Medical Students,\" the survey's title, sought to ascertain how these programs influenced students' opinions on professionalism, ethics, and realism. For research purposes, all answers were kept private and anonymous. An English language version of the questionnaire is attached as Supplementary File 1.\u003c/p\u003e\u003ch3\u003eSections of the Survey\u003c/h3\u003e\u003cp\u003eThere were four main components to the questionnaire: Demographics: Fundamental data such as age, sex, and school year. Viewing Patterns: Inquiries concerning students' viewing patterns for medical dramas. Perceptions: How do students see the professionalism, ethics, and realism depicted in these programs. Impact: How students' conduct, psychology, and understanding of bioethics are affected personally by viewing medical dramas. Participants have to provide their informed consent before the survey could begin.\u003c/p\u003e\u003cp\u003e640 medical students participated in this study by using a convenient, snowball sampling technique. Snowball sampling was used due to logistic limitations and unavailability of an accessible centralized database of students. The respondents passed the survey to others to get a good coverage among geographically dispersed medical schools of West Bank. This strategy enabled successful recruitment of a wide and representative sample in an optimal quantity, taking advantage of institutional representation under conditions of limited direct access to students. Participants of the study included all undergraduate medical students enrolled from different years. Faculty members, interns, and students from other non-medical programs were not allowed to participate. The potential bias that could result from the use of a non-probability sampling technique was managed by recruiting an adequate sample of medical students from most of the medical schools in the country, thereby enhancing the generalizability and reliability of the findings.\u003c/p\u003e\u003cp\u003eThe Statistical Package for Social Sciences (SPSS) Version 29.0 was used in coding, input, and analyzing the survey data. Chi-square and Fisher Exact tests were used in determining the presence of a relationship between the demographic profile of the students and their response to the four main study sections, and frequencies and percentages were used in explaining the findings. P-values were significant if \u0026lt; 0.05.\u003c/p\u003e\u003cp\u003e This study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki and before data collection commenced, the data collection procedure was approved by the Research Ethics Committee at Palestine Polytechnic University (Approval No.: [EA/2025/74]).Participants are asked to give their informed consent to participate before the survey begins.\u003c/p\u003e"},{"header":"Result","content":"\u003cp\u003eA total of 638 medical students participated in the study, with a mean age of 21.1\u0026thinsp;\u0026plusmn;\u0026thinsp;1.65 years. The majority were female (66.8%), compared to male (33.2%). Students were distributed across different academic years, with the highest proportion in the fifth year (20.8%) and the lowest in the first year (12.7%). Participants came from various universities, most commonly An-Najah National University (31.7%), followed by Al-Quds University (19.3%) and Palestine Polytechnic University (17.4%). Most students reported watching drama programs in the past year (74.6%), and specifically 73.4% had watched medical dramas. Among those, 41.7% watched 1\u0026ndash;3 seasons, while 19.4% watched more than 6 seasons. The majority watched medical dramas less than once per week (62.0%) and usually alone (84.2%) (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e)\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDemographic Characteristics of Participants\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFrequency (N)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePercentage (%)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eAge ( mean, standard deviation)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e\u003cp\u003e21.11 +/- 1.653\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eMale\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e212\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e33.2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eFemale\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e426\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e66.8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e\u003cp\u003e\u003cb\u003eWhat year of medical school are you currently in?\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eFirst year\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e81\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e12.7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eSecond year\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e121\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e19.0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eThird year\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e94\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e14.7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eFourth year\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e123\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e19.3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eFifth year\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e133\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e20.8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eSixth year\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e86\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e13.5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003e\u003cb\u003eWhat is your university?\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003ePalestine Polytechnic University\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e111\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e17.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eHebron University\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e102\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e16.0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eAl-Quds University\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e123\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e19.3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eAn-Najah National University\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e202\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e31.7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eArab American University\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e100\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e15.7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eHave you watched any\u0026nbsp;drama\u0026nbsp;programs\u0026nbsp;in the past year?\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eYes\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e476\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e74.6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eNo\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e162\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e25.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eHave you ever watched a medical drama?\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eYes\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e468\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e73.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eNo\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e170\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e26.6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003e\u003cb\u003ehow many seasons or episodes of medical\u0026nbsp;drama\u0026nbsp;shows have you watched in total? (N\u0026thinsp;=\u0026thinsp;468)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eLess than one season\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e110\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e23.5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e1\u0026ndash;3 seasons\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e195\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e41.7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e4\u0026ndash;6 seasons\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e72\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e15.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eMore than 6 seasons\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e91\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e19.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003e\u003cb\u003eHow often do you watch a medical\u0026nbsp;drama\u0026nbsp;program weekly? (N\u0026thinsp;=\u0026thinsp;468)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eLess than once a week\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e290\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e62.0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e1\u0026ndash;3 times per week\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e133\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e28.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e4\u0026ndash;6 times per week\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e28\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e6.0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eMore than 6 times per week\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e17\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3.6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e\u003cb\u003eDo you watch medical dramas with friends?\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e(N\u0026thinsp;=\u0026thinsp;468)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eNo, mostly by myself\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e394\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e84.2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eYes, with non-medical student friends\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e7.9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eYes, with medical student friends\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e7.9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, about 35.4% of students reported never having formal exposure to bioethics, while 34.4% had exposure through an undergraduate course, and 19.7% through a required medical module. Nearly half of the students (46.4%) discussed ethical issues from medical dramas with friends, and 65.8% believed these shows influence public perception of doctors. Furthermore, 49.6% indicated that medical dramas had influenced their interest in a specific medical specialty. Regarding realism, 34.4% rated the clinical scenes as slightly realistic, 42.9% as moderately realistic, and only 1.5% as very realistic. In terms of ethical accuracy, 41.9% perceived them as moderately accurate, while 5.3% considered them most accurate. Notably, 46.6% reported that friends or family had asked for their opinion on bioethical issues seen in medical dramas.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eparticipants Exposure to and Interests in Bioethics (N\u0026thinsp;=\u0026thinsp;468).\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFrequency (N)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePercentage (%)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003e\u003cb\u003eHave you had previous formal exposure to bioethics? (N\u0026thinsp;=\u0026thinsp;468)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eNever\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e226\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e35.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eThrough an undergraduate course (e.g., Medical Ethics, Bioethics)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e277\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e34.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eThrough a required medical course (e.g., specific module within a medical subject)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e126\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e19.7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eother\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e1.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eDo you discuss the ethical issues raised in medical television shows with your friends? (N\u0026thinsp;=\u0026thinsp;468)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eYes\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e217\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e46.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eNo\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e251\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e53.6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e\u003cb\u003eDo you think medical dramas influence the public perception of doctors? (N\u0026thinsp;=\u0026thinsp;468)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eYes\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e308\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e65.8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eNo\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4.3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eMaybe\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e140\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e29.9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eHave medical\u0026nbsp;drama\u0026nbsp;shows ever influenced your interest in a specific medical specialty? (N\u0026thinsp;=\u0026thinsp;468)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eYes\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e232\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e49.6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eNo\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e236\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e50.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003e\u003cb\u003eTo what extent do you think the clinical scenes in medical dramas reflect real-life medical practice? (1\u0026thinsp;=\u0026thinsp;Not realistic at all, 5\u0026thinsp;=\u0026thinsp;Very realistic) (N\u0026thinsp;=\u0026thinsp;468)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eNot realistic\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e43\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e9.2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eSlightly realistic\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e161\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e34.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eModerately realistic\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e201\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e92.9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eRealistic\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e56\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e12.0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eVery realistic\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e1.5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003e\u003cb\u003eDo you think that medical dramas accurately depict ethical issues that arise in clinical practice? (1\u0026thinsp;=\u0026thinsp;Least accurate, 5\u0026thinsp;=\u0026thinsp;Most accurate) (N\u0026thinsp;=\u0026thinsp;468)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eLeast accurate\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e39\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e8.3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eSlightly accurate\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e115\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e24.6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eModerately accurate\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e196\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e41.9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eVery accurate\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e93\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e19.9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eMost accurate\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e5.3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eHave friends or family members ever asked for your opinion on a bioethical issue they have seen on a medical program? (N\u0026thinsp;=\u0026thinsp;468)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eYes\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e218\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e46.6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eNo\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e250\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e53.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e illustrates the psychological and behavioral impact of medical dramas. Around 35% of students strongly disagreed that dramas made them feel anxious about medicine, while 36.3% agreed that they helped reduce stress. Emotional scenes had a deep effect on 29.1% of participants, and 47.2% reported that medical dramas motivated them to continue their studies. Increased empathy toward patients was acknowledged by 46.5% of students. Additionally, 41% admitted comparing real-life clinical experiences with what they had seen in dramas. About 33.3% agreed that dramas exaggerate doctors\u0026rsquo; emotional stress, and 32.5% reported reacting emotionally while watching. Moreover, 41.1% felt that dramas shaped their view of the doctor\u0026ndash;patient relationship, and 47.2% wished hospitals were more like those shown on screen. Finally, 42.8% indicated that they had learned a medical fact or skill from dramas.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cb\u003ePsychological and Behavioral Impact of Medical Dramas\u003c/b\u003e.\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003e(N\u0026thinsp;=\u0026thinsp;468)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eStrongly disagree\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eDisagree\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eNeutral\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eAgree\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eStrongly Agree\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eThis show made me feel anxious or fearful about the medical profession\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e164\u003c/p\u003e\u003cp\u003e35.0%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e144\u003c/p\u003e\u003cp\u003e30.8%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e121\u003c/p\u003e\u003cp\u003e25.9%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e34\u003c/p\u003e\u003cp\u003e7.3%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e5\u003c/p\u003e\u003cp\u003e1.1%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eWatching medical dramas helped reduce my personal stress or anxiety\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e69\u003c/p\u003e\u003cp\u003e14.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e116\u003c/p\u003e\u003cp\u003e24.8%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e170\u003c/p\u003e\u003cp\u003e36.3%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e90\u003c/p\u003e\u003cp\u003e19.2%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e23\u003c/p\u003e\u003cp\u003e4.9%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eEmotional scenes (e.g., death, failure, tough decisions) affect me deeply\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e74\u003c/p\u003e\u003cp\u003e15.8%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e119\u003c/p\u003e\u003cp\u003e25.4%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e139\u003c/p\u003e\u003cp\u003e29.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e95\u003c/p\u003e\u003cp\u003e20.3%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e41\u003c/p\u003e\u003cp\u003e8.8%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eMedical dramas have given me hope or motivation to continue studying medicine\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e31\u003c/p\u003e\u003cp\u003e6.6%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e70\u003c/p\u003e\u003cp\u003e15.0%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e146\u003c/p\u003e\u003cp\u003e31.2%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e123\u003c/p\u003e\u003cp\u003e26.3%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e98\u003c/p\u003e\u003cp\u003e20.9%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eThese shows increased my empathy towards patients and their families\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e33\u003c/p\u003e\u003cp\u003e7.1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e84\u003c/p\u003e\u003cp\u003e17.9%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e133\u003c/p\u003e\u003cp\u003e28.4%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e134\u003c/p\u003e\u003cp\u003e28.6%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e84\u003c/p\u003e\u003cp\u003e17.9%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eI find myself comparing real clinical experiences to what I\u0026rsquo;ve seen in medical dramas\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e52\u003c/p\u003e\u003cp\u003e11.1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e80\u003c/p\u003e\u003cp\u003e17.1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e144\u003c/p\u003e\u003cp\u003e30.8%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e111\u003c/p\u003e\u003cp\u003e23.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e81\u003c/p\u003e\u003cp\u003e17.3%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eMedical dramas exaggerate the emotional stress doctors face in real life\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e78\u003c/p\u003e\u003cp\u003e16.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e117\u003c/p\u003e\u003cp\u003e25.0%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e156\u003c/p\u003e\u003cp\u003e33.3%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e84\u003c/p\u003e\u003cp\u003e17.9%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e33\u003c/p\u003e\u003cp\u003e7.1%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eI have reacted emotionally (e.g., cried, got nervous, angry) while watching a medical drama\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e98\u003c/p\u003e\u003cp\u003e20.9%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e95\u003c/p\u003e\u003cp\u003e20.3%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e123\u003c/p\u003e\u003cp\u003e26.3%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e99\u003c/p\u003e\u003cp\u003e21.2%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e53\u003c/p\u003e\u003cp\u003e11.3%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eMedical dramas shaped my view of the doctor\u0026ndash;patient relationship\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e61\u003c/p\u003e\u003cp\u003e13.0%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e138\u003c/p\u003e\u003cp\u003e29.5%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e159\u003c/p\u003e\u003cp\u003e34.0%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e77\u003c/p\u003e\u003cp\u003e16.5%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e33\u003c/p\u003e\u003cp\u003e7.1%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eI wish real hospitals were like the ones shown in medical dramas\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e50\u003c/p\u003e\u003cp\u003e10.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e71\u003c/p\u003e\u003cp\u003e15.2%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e126\u003c/p\u003e\u003cp\u003e26.9%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e113\u003c/p\u003e\u003cp\u003e24.1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e108\u003c/p\u003e\u003cp\u003e23.1%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eI have learned a medical fact or clinical skill from a medical dramas\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e36\u003c/p\u003e\u003cp\u003e7.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e104\u003c/p\u003e\u003cp\u003e22.2%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e128\u003c/p\u003e\u003cp\u003e27.4%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e115\u003c/p\u003e\u003cp\u003e24.6%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e85\u003c/p\u003e\u003cp\u003e18.2%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, associations between watching medical dramas and perceived importance of different sources of guidance on bioethics were assessed. Students who watched dramas were significantly more likely to consider family (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), friends (p\u0026thinsp;=\u0026thinsp;0.021), and magazines/online news (p\u0026thinsp;=\u0026thinsp;0.0375) as important sources of ethical guidance. No significant differences were found regarding medical school curricula, newspapers, religious teachings, scholarly journals, or social media.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cb\u003eAssociation Between Having Watched Television Medical Dramas and Perceived Importance of Sources of Guidance on Bioethics Among participants (N\u0026thinsp;=\u0026thinsp;638)\u003c/b\u003e.\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003eWatched medical drama\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eP value\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePerceived importance\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eYes\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eچmedical drama\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eLess important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e376\u003c/p\u003e\u003cp\u003e72.0%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e146\u003c/p\u003e\u003cp\u003e28.0%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.109\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eMost important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e92\u003c/p\u003e\u003cp\u003e79.3%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e24\u003c/p\u003e\u003cp\u003e20.7%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eFamily\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eLess important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e359\u003c/p\u003e\u003cp\u003e77.4%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e105\u003c/p\u003e\u003cp\u003e22.6%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eMost important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e109\u003c/p\u003e\u003cp\u003e62.6%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e65\u003c/p\u003e\u003cp\u003e37.4%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eFriends\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eLess important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e359\u003c/p\u003e\u003cp\u003e75.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e115\u003c/p\u003e\u003cp\u003e24.3%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.021\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eMost important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e109\u003c/p\u003e\u003cp\u003e66.5%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e55\u003c/p\u003e\u003cp\u003e33.5%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eMagazines/Online New\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eLess important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e360\u003c/p\u003e\u003cp\u003e74.2%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e125\u003c/p\u003e\u003cp\u003e25.8%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.0375\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eMost important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e108\u003c/p\u003e\u003cp\u003e70.6%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e45\u003c/p\u003e\u003cp\u003e29.4%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eMedical school curriculu\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eLess important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e203\u003c/p\u003e\u003cp\u003e71.5%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e81\u003c/p\u003e\u003cp\u003e28.5%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.337\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eMost important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e265\u003c/p\u003e\u003cp\u003e74.9%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e89\u003c/p\u003e\u003cp\u003e25.1%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eNewspaper\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eLess important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e396\u003c/p\u003e\u003cp\u003e73.3%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e144\u003c/p\u003e\u003cp\u003e26.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.978\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eMost important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e72\u003c/p\u003e\u003cp\u003e73.5%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e26\u003c/p\u003e\u003cp\u003e26.5%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eReligious values/Teaching\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eLess important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e213\u003c/p\u003e\u003cp\u003e67.1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e76\u003c/p\u003e\u003cp\u003e23.9%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.170\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eMost important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e255\u003c/p\u003e\u003cp\u003e71.2%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e103\u003c/p\u003e\u003cp\u003e28.8%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eScholarly journals/Article\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eLess important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e300\u003c/p\u003e\u003cp\u003e72.6%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e113\u003c/p\u003e\u003cp\u003e27.4%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.580\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eMost important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e168\u003c/p\u003e\u003cp\u003e74.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e57\u003c/p\u003e\u003cp\u003e25.3%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eSocial Media\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eLess important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e313\u003c/p\u003e\u003cp\u003e74.5%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e107\u003c/p\u003e\u003cp\u003e25.5%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.354\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eMost important\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e155\u003c/p\u003e\u003cp\u003e71.1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e36\u003c/p\u003e\u003cp\u003e28.9%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e demonstrates that participants generally perceived the overall handling of ethical and medical issues in television medical dramas as only partially accurate. The majority rated these portrayals as moderate, suggesting that while students recognized some degree of realism, they were also aware of the oversimplification and dramatization inherent in such shows. Only a small proportion considered the depictions highly accurate, highlighting a critical awareness of the limitations of medical dramas as reliable sources of medical or ethical knowledge.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eFigure 2 illustrates participants\u0026rsquo; evaluations of the depiction of professionalism in medical dramas. Most respondents indicated that the shows portrayed professional ideals such as respect, integrity, and physician\u0026ndash;patient relationships in a limited or moderately accurate manner. Fewer students perceived these portrayals as highly professional, underscoring that while medical dramas may introduce elements of professionalism, they often fail to capture its full complexity within real clinical practice.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study provides an in-depth look at how Palestinian medical students, who have been mainly underrepresented in the literature to date, view medical dramas. A modified version of a previously validated tool developed by Czarny et al [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e], served as the questionnaire for this investigation.\u003c/p\u003e\u003cp\u003eOur results align with previous research conducted in diverse settings, including Saudi Arabia [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e], Australia [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e], and other international contexts [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e], all of which consistently demonstrate that medical students are frequent consumers of medical television dramas. A substantial majority of our participants (73.4%) reported watching medical dramas, which aligns with the high viewership observed in the U.S.-based study by Czarny et al. (\u0026gt;\u0026thinsp;80%) [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e],and further underscores the widespread appeal of this genre among medical students globally.\u003c/p\u003e\u003cp\u003eAmong Palestinian medical students, our study revealed that the most popular medical dramas were House M.D., Grey's Anatomy, and The Good Doctor. Alahmari (2023) found that Saudi medical students had comparable tastes [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e], while Czarny et al. (2008) found that more than 80% of U.S. medical students watched these series, especially House M.D. and Grey's Anatomy [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. According to these findings, some medical dramas are popular and could be helpful teaching and ethical discussion aids.\u003c/p\u003e\u003cp\u003eOur study found that the majority of our Palestinian participants watch medical dramas alone, with 84.2% reporting solitary viewing and 62.0% watching less than once per week. On the other hand, a study by Czarny et al. (2008) in the US found that the majority of students watched medical dramas in a more social setting, frequently talking about the shows with their peers. This was during a period when television shows were primarily broadcast and on-demand streaming was not yet commonly accessible [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. This disparity demonstrates how media consumption patterns have changed significantly over the last ten years, with contemporary viewers favoring online viewing and on-demand streaming services over traditional television [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eIn the broader Arab context, studies conducted across the region have shown that digital platforms are increasingly replacing traditional television, with a large number of viewers now relying on smartphones and internet-based services for both entertainment and educational content [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. This shift in media consumption patterns likely explains why a substantial proportion of our participants watch medical dramas alone, reflecting broader cultural and technological transformations in how media is accessed and utilized.\u003c/p\u003e\u003cp\u003eBeyond viewing patterns, the issue of perceived realism and ethical accuracy also emerged as a key theme in our study, Perceptions of realism and ethical representation in medical dramas constitute a crucial component of our study. Even though 77.3% of our participants thought the clinical scenarios were only slightly or moderately realistic, this opinion is consistent with research from other countries. According to Australian research by Weaver and Wilson, the majority of students believed that depictions of medical television programs of professionalism and ethics were untrue [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e\u003cp\u003e Our study also explored students\u0026rsquo; perceptions of the portrayal of ethical issues. A considerable proportion of our participants (41.9%) regarded these portrayals as moderately accurate. This finding aligns with the results of Cambra-Badii et al. (2021), where more than half of respondents (56.9%) felt that ethical issues were insufficiently represented [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eHowever, 11.1% of students, according to a recent Saudi Arabian survey by Alahmari (2023), believed that the representation of ethical quandaries was \"accurate\" or \"mostly accurate\" [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. This might be because in these dramas, medical errors, professional misbehavior, and care rationing were among the topics that were handled the least well [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThis indicates that students may remain susceptible to ethical myths, despite recognizing the lack of procedural realism [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Given earlier studies showing the high prevalence of unethical behavior and moral violations frequently depicted in medical dramas, this is highly concerning [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e],\u003c/p\u003e\u003cp\u003eThe fact that students are able to critically engage with medical dramas highlights their potential as a form of \"entertainment-education,\" fostering ethical reflection rather than passive viewing. This is evident in their generally modest ratings of realism [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eOur study found no statistical association between the year of enrollment and the perceived accuracy of medical dramas. This result contradicts certain research that show senior students with clinical experience had a more critical perspective [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. But it is consistent with other studies that found no discernible difference between academic years [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThis may be explained by the distinct geopolitical environment and resource constraints that Palestinian medical students face, which may force them to approach their coursework from the beginning with a robust and critical mindset, independent of their clinical experience [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eOur findings also demonstrate that medical dramas significantly affect students' behavior and psychology. 47.2% of the participants reported the dramas inspired them to pursue more medical education, and nearly half (46.5%) said these shows enhanced their empathy for patients and their families. The potential of these shows as an additional instructional resource is highlighted by this favorable influence [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. This result is in line with a Slovenian study that found medical dramas are a common source of amusement for medical students and can have a favorable impact on their career decisions [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eInterestingly, our study revealed a significant association between watching medical dramas and the perceived importance of non-academic sources of bioethical guidance. Students who watched medical dramas were significantly more likely to consider family (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), friends (p\u0026thinsp;=\u0026thinsp;0.021), and magazines/online news (p\u0026thinsp;=\u0026thinsp;0.0375) as important resources for understanding bioethical issues. This represents a notable departure from previous studies that emphasized conventional academic sources such as universities and scientific journals [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe study's conclusions have important ramifications for Palestine's medical education system. Considering that 35.4% of participants reported never having been exposed to bioethics in a formal setting, including popular culture in the curriculum offers a valuable opportunity. Given that a large proportion of students were able to recollect ethical dilemmas from medical programs, these programs could serve as effective case studies in tutorials or lectures to encourage critical thinking and discussion of complex bioethical issues. Teachers can turn the \"flawed realism\" of these programs into a practical and engaging teaching tool by employing particular sequences to highlight the differences between dramatized fiction and actual clinical practice.\u003c/p\u003e\u003cp\u003eOur study is not without limitations. The use of a non-probability convenience sampling method, while necessary due to logistical constraints, may limit the generalizability of our findings to all Palestinian medical students, especially since the study included only students from the West Bank, due to the difficulty of reaching students in the Gaza Strip because of the ongoing war and internet outages. Additionally, the cross-sectional design does not allow for establishing causality between media consumption and student perceptions. Future research should consider longitudinal studies to better understand the long-term impact of medical dramas on the professional development of medical students. It would also be valuable to explore the influence of local and regional dramas, as our study was based on an adaptation of a questionnaire primarily focused on Western media\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003ePalestinian medical students are frequent viewers of medical dramas, with 73.4% of participants reporting having watched them. While they are critical of the clinical realism, they find the shows to be a source of increased empathy (46.5%) and motivation to continue their studies (47.2%). The study also found a significant link between watching these dramas and considering non-academic sources like family, friends, and online news as important for understanding bioethics. These results highlight the potential of using these shows as a tool for \"entertainment-education\" in the medical curriculum to address the lack of formal bioethics exposure among students (35.4%).\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u003cb\u003eSPSS\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eStatistical Package for the Social Sciences\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u003cb\u003eM.D\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eMedical doctor\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u003cb\u003eU.S\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eUnited States\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u003cb\u003eN\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eFrequency\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u003cb\u003eIRB\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eInstitutional Review Board\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki. Ethical approval was obtained from the Institutional Review Board (IRB) at Palestine Polytechnic University in Palestine (Ref No: EA/2025/74). All participants provided informed consent electronically prior to participating in the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003ch2\u003eCompeting interests:\u003c/h2\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e\n\u003ch2\u003eClinical trial number\u003c/h2\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003ch2\u003eFunding:\u003c/h2\u003e\n\u003cp\u003eThis research received no external funding.\u003c/p\u003e\n\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\n\u003cp\u003eB.D. Involved in data acquisition and contributed to writing and revising the manuscript.M.S. Assisted in designing the study and contributed to the interpretation of data. performed statistical analysis, interpreted the results, and led the drafting and critical revision of the manuscript. I.I. Helped in data collection and contributed to validation of study findings. A.I. Assisted in data entry, and contributed to reviewing the manuscript. O.D. Involved in project administration and data acquisition.D.A. Assisted in investigation, validation, and reviewing of the manuscript.A.D. Provided clinical insights, writing discussion and data collection, M.A. Contributed to the conception and design of the study, supervised data collection, performed statistical analysis, interpreted the results, writing method and led the drafting and critical revision of the manuscript.\u003c/p\u003e\n\u003ch2\u003eAcknowledgement\u003c/h2\u003e\n\u003cp\u003eThe authors want to express their profound appreciation to all of the faculty members and medical students who took part in this study for their priceless efforts. Special thanks are due to Palestine Polytechnic University for supporting the distribution of the survey.\u003c/p\u003e\n\u003ch2\u003eData Availability\u003c/h2\u003e\n\u003cp\u003eThe datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eCzarny MJ, Faden RR, Nolan MT, et al. Medical and Nursing Students\u0026rsquo; Television Viewing Habits: Potential Implications for Bioethics. Am J Bioeth. 2008;8:1\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eRocchi M, History. Analysis and Anthropology of Medical Dramas: A Literature Review. Epub ahead of print 2019. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.6092/issn.2280-9481/8982\u003c/span\u003e\u003cspan address=\"10.6092/issn.2280-9481/8982\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWeaver R, Wilson I. Australian medical students\u0026rsquo; perceptions of professionalism and ethics in medical television programs. BMC Med Educ. 2011;11:50.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGarcia M, Sievering L. A Study of the Impacts of Medical Dramas on High School Students\u0026rsquo; Career Aspirations and Expectations. Journal of Student Research; 11. Epub ahead of print 31 August 2022. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.47611/jsrhs.v11i3.2916\u003c/span\u003e\u003cspan address=\"10.47611/jsrhs.v11i3.2916\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCambra-Badii I, Moyano E, Ortega I, et al. TV medical dramas: health sciences students\u0026rsquo; viewing habits and potential for teaching issues related to bioethics and professionalism. BMC Med Educ. 2021;21:509.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eOfcom. Gen Z swerves traditional broadcast TV as less than half tune in weekly.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAlahmari AA, Professionalism. Ethics, and Realism of Television Medical Dramas as Perceived by Saudi Medical Students. J Med Educ Curric Dev. 2023;10:23821205231175036.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eShahawy S, Diamond M. Attitudes of Palestinian medical students on the geopolitical barriers to accessing hospitals for clinical training: a qualitative study. Confl Health. 2016;10:5.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWong RY, Saber SS, Ma I, et al. Using television shows to teach communication skills in internal medicine residency. BMC Med Educ. 2009;9:9.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCzarny MJFRNMBESJ. Medical and nursing Students\u0026rsquo; television viewing habits: Potential implications for bioethics. Am J Bioet.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAlahmari AA. Professionalism, Ethics, and Realism of Television Medical Dramas as Perceived by Saudi Medical Students. J Med Educ Curric Dev; 10. 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Adv Health Sci Educ Theory Pract. 2018;23:201\u0026ndash;16.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eChory-Assad RM, Tamborini R. Television Doctors: An Analysis of Physicians in Fictional and Non-Fictional Television Programs. J Broadcast Electron Media. 2001;45:499\u0026ndash;521.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAl Khaldi M, Abed Y, Alkaiyat A, et al. Challenges and prospects in the public health research system in the occupied Palestinian territory: a qualitative study. Lancet. 2018;391:S25.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKlemenc-Ketis Z, Kersnik J. Using movies to teach professionalism to medical students. BMC Med Educ. 2011;11:60.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eTrachtman H. Medical ethics on television: A new teaching tool. Virtual Mentor. 2007;9(3):182\u0026ndash;7. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1001/virtualmentor.2007.9.3.medu1-0703\u003c/span\u003e\u003cspan address=\"10.1001/virtualmentor.2007.9.3.medu1-0703\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Medical education, Medical dramas, Bioethics, Professionalism, Palestinian medical students, Informal curriculum.","lastPublishedDoi":"10.21203/rs.3.rs-7667692/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7667692/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground:\u003c/h2\u003e\u003cp\u003eThis study aimed to investigate how Palestinian medical students, a group largely underrepresented in the existing literature, perceive medical dramas. It explores their viewing habits, their perceptions of realism and ethical portrayals in these shows, and the potential for using this popular media as an educational tool.\u003c/p\u003e\u003ch2\u003eMethod:\u003c/h2\u003e\u003cp\u003eA cross-sectional study was conducted among a convenience sample of 368 medical students from five universities in the West Bank, Palestine. Data were collected using a modified version of a previously validated questionnaire. Descriptive statistics and significance testing were used for the statistical analysis.\u003c/p\u003e\u003ch2\u003eResults:\u003c/h2\u003e\u003cp\u003eA total of 638 medical students participated in the study, with a mean age of 21.1\u0026thinsp;\u0026plusmn;\u0026thinsp;1.65 years; the majority were female (66.8%). Most students (73.4%) reported having watched a medical drama, although the majority did so less than once per week (62.0%) and typically alone (84.2%). Regarding realism, 77.3% perceived the clinical scenes as only slightly or moderately realistic, while 41.9% considered the ethical content moderately accurate. Nearly half of the participants indicated that watching these shows increased their empathy toward patients (46.5%) and motivated them to continue their studies (47.2%). A significant association was observed between watching medical dramas and considering family, friends, and magazines/online news as important sources of ethical guidance.\u003c/p\u003e\u003ch2\u003eConclusion:\u003c/h2\u003e\u003cp\u003ePalestinian medical students frequently watch medical dramas, and although they criticize the series' realism, they admit that it has improved their sensitivity and drive. These shows might be used as a useful \"entertainment-education\" tool to challenge misunderstandings and promote dialogue in official bioethics curriculum, according to the research.\u003c/p\u003e","manuscriptTitle":"Perceptions of medical dramas among Palestinian medical students: A cross-sectional study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-26 07:04:24","doi":"10.21203/rs.3.rs-7667692/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-02-13T08:33:33+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-02-07T19:15:11+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-02-06T10:44:54+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"81658364542618092803802030440074870789","date":"2026-02-05T12:06:33+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-30T11:10:26+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"146780164170099977060835909868771318357","date":"2026-01-26T16:14:17+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"293588010602834434752123459858967711849","date":"2026-01-22T11:07:00+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-11-19T12:42:25+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-11-15T13:34:31+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"203477767396065096375983313511893847745","date":"2025-11-14T10:53:56+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"149546710179996091599230296195108974259","date":"2025-11-14T08:46:07+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"45544379234633952188434236902755769049","date":"2025-11-14T08:42:44+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"146539384993551070013410259572179538275","date":"2025-11-14T08:22:10+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-11-14T08:18:50+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-09-30T07:02:30+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-09-29T13:51:16+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-09-29T13:51:02+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2025-09-21T13:45:53+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"9d745fcf-9fa7-4ac9-9d26-7e81c6892286","owner":[],"postedDate":"November 26th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-14T07:23:22+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-26 07:04:24","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7667692","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7667692","identity":"rs-7667692","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}