Introduction:

medical education requires constant evolution and has generated new teaching methodologies. Within these, cinema stands out for its usefulness in teaching skills of medical humanism. Objective: synthesize the available evidence of the benefits and limitations of cinema as a tool in medical education.

Methodology:

a scoping review of the literature available in the indexed databases with MeSH descriptors, about the effects of the use of cinema in medical education in the last 23 years. 26 documents were selected in this article.

Results:

Studies from 15 countries were found, describing the benefits of cinema for the development of critical thinking, medical humanism skills and theoretical-clinical integration; To achieve this, teacher preparation in the use of this methodology is required. However, there are still limitations in the acceptance and implementation of “cinemeducation” by medical schools.

Conclusions:

Cinema as an educational tool presents benefits for the generation of necessary skills for the doctor and only presents a few difficulties for its implementation, which are easily overcome with teacher training in the use of this methodology.

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