Purpose
The use of movies for medical student teaching has steadily increased over the last several decades. Changes in technology and culture have introduced challenges and opportunities in how film and videos are produced, distributed, and used for medical education. This abstract describes different applications of the use of cinema for medical teaching, and how these changes have been addressed.

Methods
We have used high-quality movies to address specific needs over three epochs. The first epoch (2009-2016) was to create a humanities course to explore specific medical environments (hospitals, war zones, rural settings), and how these conditions impacted the relationship between patients and caregivers, including physicians. The second epoch (2016-2022) used different movies to examine how women were impacted by personal adverse events (sexual violence, human trafficking, reproductive care access, debilitating disease) that affected them and/or their families. In the third epoch (2022-present) international movies were used to demonstrate social determinants of health in ways that would be difficult to duplicate with standardized patients.

Results
We will discuss the varied changes in technology -- i.e., group watching with a DVD vs. individual viewing with current streaming technology, and how that has impacted the student experience. We will discuss how to select films that address desired educational content. We will also share informal feedback obtained from students in these varied settings.

Conclusions
The use of high-quality movies for medical student teaching can be used in many different ways and continues to be a valuable asset in the portfolio of teaching techniques.