In the second half of this century, the growth, expansion, penetration, and influence of the media compares with few other industries in the United States. Today, television is at the core of American life. Most families have access to a vast array of programs and films by way of cable, satellite broadcasting, VCRs, and DVDs. Personal computers are becoming standard household appliances and bring with them powerful tools for instant information access and global communication. The imminent integration of television and computer technologies promises to generate a media age the likes of which we have never seen.
No doubt, the media have had a profound effect on American culture. The media both reflect and simultaneously transform American society. Our knowledge, values, attitudes, ideals, and behavior are deeply rooted in our experience of television and movies.
The "Video Column" was established to review the use of particular videotapes created for purposes of psychiatric education. While such reviews will remain part of the mission of this column, as your new "Video Column" editor, I would like to expand the mission and boundaries of the column. Narrative and documentary television programs, videotapes, and films may be wonderful resources for teaching our medical students, residents, and patients about mental health and illness and about the forces that drive our culture. How, for example, can we miss the opportunity to discuss aspects of Good Will Hunting or As Good As It Gets with our trainees, colleagues, or patients? And consider how valuable it is to attend to the impact of music videos or cartoons on the development of our youth.
In this issue, and future issues, of Academic Psychiatry, I hope to demonstrate the new direction for the column, which shall be renamed the "Media Column." In my first article, I present a brief review of the impact of media violence on the behavior of children and adolescents. In the next issue, Ted Stern and I will describe our use of segments from the television program ER in the training of house officers. Over the last 2 years, we have systematically reviewed the first 3 years of ER, identifying core themes in the socialization of physicians. We have used clips from the show to highlight such themes and to serve as a springboard for medical students and residents to discuss fundamental psychological issues and problems in becoming doctors. I welcome the readership to contact me directly with ideas for articles or particular media programs for review.