Expanding educational opportunities virtually in the time of COVID-19

Finkel, Madelon Lubin; Weber, Silke Anna Theresa; Chamma, Karina Luiz

doi:10.5116/ijme.6096.a0db

Cited by 1 publication

(2 citation statements)

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“…However, without direct practice, it will be difficult to understand the learning concept. 14,15 Simulationbased training creates a safe and fun learning environment; however, this training is significant cost and time consuming. 16 During the last two years (2020-2021), medical education underwent a transformation in education system.…”

Section: From the Theory To Practicementioning

confidence: 99%

“…Due to the COVID-19 pandemic situation, medical institutions have explored a number of ways to improve teaching including by using technology by changing the classroom learning system to online learning; implement interprofessional, interactive, and independent team-facilitated learning. [15][16][17][18] Video simulations like this offer a different perspective on translating learning theory into teaching practice. 18 This is a good collaboration in the process of learning psychomotor skills from a cognitive and affective perspective.…”

Section: From the Theory To Practicementioning

confidence: 99%

See 1 more Smart Citation

Student Experience in Creating Simulation Videos of Expert Witness Testimony in Court: From the Theory to Practice

Suryadi,

Mulya,

Kulsum

2023

JPKI

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Background: This study aims to explore the experience of clinical students studying at the Department of Forensic medicine in creating simulation videos of expert witness testimony in court.Methods: This one-center study used a qualitative story telling design. Twenty clinical students volunteered to simulate expert witness testimony in court by taking 59 recorded scenes as teaching materials for preclinical medical students. The room was set resembling to a courtroom following the instruction of scriptwriter and director by lecturer. Students were distributed into several playing characters such as judges, prosecutors, lawyers, defendant and doctors, while others served as assistant directors, cameramen, narrator, scene takers, artistic directors, equipment stylists, and editors. The scenario is outlined in detailed scenes to guide the students in performing the characters. After completing the simulation, each student reflected on their experience during the creation of simulation video. The results of these reflections are then compiled into a learning concept adjusting to narrative medicine.Result: Students claimed that they obtained new experiences during the learning process. The experience allowed students to learn in more interesting way by transforming theory into practice. Students also agreed on proposing this learning channel as a breakthrough in learning process. Creating simulation video plays a significant role in the audiovisual learning process which supported students comprehending the process of giving an expert witness testimony.Conclusion: Transforming education into video simulation is recommended as a game changer in a learning process. Most medical students are likely to absorb the knowledge better when it is applied into video simulation.

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Section: From the Theory To Practicementioning

confidence: 99%

Section: From the Theory To Practicementioning

confidence: 99%