[en] The cinema, as a window on human life and its ups and downs, is a very valuable tool for studying those situations that are most transcendental for the human being: pain, disease and death. Its idiosyncrasy and characteristics (ludic nature, sensorial and emotional impact, etc.) endow it with formative skills in many insurmountable situations, provided that it is backed up by a rigorous definition of objectives and a logical, coherent and structured educational design. In this sense, the range of films that are useful in medical education is very wide, so wide that it is difficult not only to make a compilation of titles and plots but also fundamentally to make a selection of those that tackle disease from perspectives that are interesting for teaching. In this article emphasis is given to two fundamental aspects in current Medicine, with multiple areas of contact and intersections: terminal diseases and patients- and bioethics. In the first case an analysis is made of films full of human and scientific elements that make them highly attractive teaching instruments for the broad and deep study of different terminal diseases as well as for the analysis of their individual and collective impact: The Doctor, Wit, Ikiru, Begin the Beguine/ Volver a empezar, The Barbarian Invasions/ Les invasions Barbares, Marvin s Room, PatchAdams or The 4th Floor/ Planta 4 a. The second theme tackled, bioethics, is essential in medical practice and possibly has greater specific weight in the field of palliative care. As an element facilitating decision-making, it is underlying in such burning issues as euthanasia, aided suicide, doctor s responsibility,etc., magnificently reflected in films such as Miss Evers Boys, Philadelphia, The Fugitive, The Constant Gardener, Million Dollar Baby or The Sea Within/ Mar adentro.

[es] El cine, como escaparate de la vida humana y de sus avatares, es una herramienta muy valiosa para el estudio de aquellas situaciones m?s trascendentales para el ser humano: el dolor, la enfermedad y la muerte. Su idiosincrasia y caracter?sticas (car?cter l?dico, impacto sensorial y emocional, etc.) lo dotan de habilidades formativas en muchas situaciones insuperables siempre y cuando est? respaldado por una definici?n de objetivos rigurosa y un dise?o docente l?gico, coherente y estructurado. En este sentido, el abanico de pel?culas ?tiles en educaci?n m?dica es ampl?simo, tanto que es dif?cil no s?lo realizar una compilaci?n de t?tulos y tramas, sino fundamentalmente realizar una selecci?n de aquellas que abordan a la enfermedad desde perspectivas interesantes para la docencia. En el presente art?culo se hace hincapi? en dos aspectos fundamentales de la medicina actual, con m?ltiples zonas de contactoe intersecciones: las enfermedades y pacientes- terminales y la bio?tica. En el primer caso se analizan pel?culas repletas de elementos humanos y cient?ficos que las convierten en instrumentos docentes sumamente atractivos tanto para el estudio amplio y profundo de diferentesenfermedades terminales como para el an?lisis de su impacto individual y colectivo: El Doctor/ The Doctor, Amar la vida/ Wit, Vivir/ Ikiru, Volver a empezar, Las invasiones b?rbaras/ Les invasions barbares, La habitaci?n de Marvin/ Marvin s Room, Patch Adams o Planta 4?.El segundo tema abordado, la bio?tica, es imprescindible en la pr?ctica m?dica y posiblemente ostenta un mayor peso espec?fico en el campo de los cuidados paliativos. Como elemento facilitador de la toma de decisiones subyace en temas tan candentes como la eutanasia, elsuicidio asistido, la responsabilidad del m?dico, etc., magn?ficamente plasmados en pel?culas como El experimento Tuskgee/ Miss Evers?Boys, Philadelphia, El fugitivo/ The fugitive, El jardinero fiel/ The constant gardener, Million dollar Baby o Mar adentro.