Movies have long been utilized to highlight varied areas in the field of psychiatry, including the role of the psychiatrist, issues in medical ethics, and the stigma toward people with mental illness. Furthermore, courses designed to teach psychopathology to trainees have traditionally used examples from art and literature to emphasize major teaching points. The integration of creative methods to teach psychiatry residents is essential as course directors are met with the challenge of captivating trainees with increasing demands on time and resources. Teachers must continue to strive to create learning environments that give residents opportunities to apply, analyze, synthesize, and evaluate information (1). According to Bloom (2), furnishing such opportunities is necessary for integration of knowledge. To reach this goal, the use of film for teaching may have advantages over traditional didactics. Films are efficient, and they present a controlled patient scenario that can be used repeatedly from year to year. Psychiatry residency curricula that have incorporated viewing contemporary films were found to be useful and enjoyable, pertaining to the field of psychiatry in general (3) as well as specific issues within psychiatry, such as acculturation (4). The construction of a formal movie club has also been shown to be a novel way to teach psychiatry residents various aspects of psychiatry (5).