STUDENT EXPERIENCE IN CREATING SIMULATION VIDEOS OF EXPERT WITNESS TESTIMONY IN COURT: FROM THE THEORY TO PRACTICE

https://doi.org/10.22146/jpki.72816

Taufik Suryadi(1), Intan Chaharunia Mulya(2), Kulsum Kulsum(3*)

(1) Universitas Syiah Kuala
(2) Universitas Syiah Kuala
(3) Universitas Syiah Kuala
(*) Corresponding Author

Abstract


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.


Keywords


Expert testimony, students experience, video simulation

Full Text:

PDF


References

  1. Fouché L, Bezuidenhout J, Adefuye AO. Improving the knowledge of clinical forensic medicine among medical graduates: Perspectives of community-service doctors. African J Heal Prof Educ. 2019;11(3):81.
  2. Kishor SC. Forensic medicine curriculum in medical schools of Malaysia- A review. Bangladesh J Med Educ. 2017;5(1):2–5.
  3. Gopalakrishnan HN, Syukriani YF, Setiawati EP. Forensic expert opinion regarding clinical forensic medical practicein Indonesia and Malaysia. J Forensic Sci Med. 2016;2: 85-90.
  4. Meilia PDI, Freeman MD, Herkutanto, Zeegers MP. A review of the diversity in taxonomy, definitions, scope, and roles in forensic medicine: implications for evidence-based practice. Forensic Sci Med Pathol. 2018;14:460–5.
  5. Meilia PDI, Freeman MD, Herkutanto, Zeegers MP. A review of causal inference in forensic medicine. Forensic Sci Med Pathol.2020:1-8.
  6. Syukriani YF, Novita N, Sunjaya DK. Development of forensic medicine in post reform Indonesia. J Forensic Leg Med. 2018;58:58–63.
  7. Madadin MS. Assessment of knowledge, about attitudes toward, and awareness of a forensic medicine course among medical students at the University of Dammam. J Forensic Leg Med. 2013;20(8):1108–11.
  8. Alexander M, Lenahan P, Pavlov A. Cinemeducation: a comprehensive guide to using film in medical education. Redcliffe Publishing. Abindon. United Kingdom. 2006.
  9. Pederson K, Bennedsen A, Paltved C, Moercke AM, Ringsted C, Mors O. Evaluating the effectiveness of video cases to improve patient-centeredness in psychiatry: a quasi-experimental study. Int J Med Educ. 2019;10:195-202.
  10. Mukesh B, Sarika P, Amol K, Borde AN. Medical students perceptions regarding the curriculum in community medicine: a cross sectional study. Indian J Forensic Community Med. 2018;5(1): 39-43.
  11. Franchitto N, Rougé D. Appraisal by year six French medical students of the teaching of forensic medicine and health law. Med Sci Law. 2010;50(4):205–10.
  12. Yamazaki Y, Hiyamizu I, Joyner K, Abe Y. Relation of clinical context to accuracy of simulator-based blood pressure measurement by first-year medical students. Int J Med Educ. 2018;9:325-331.
  13. Khosrawi PM, Zöllner C, Cronje JS, Uentrop LS. The effects of simulation-based education on medical students' motivation. Int J Med Educ. 2021;12:130-135.
  14. Shaker D. Cognitivism and psychomotor skills in surgical training: from theory to practice. Int J Med Educ. 2018;9:253-254.
  15. Finkel ML, Weber S. Chamma K. Expanding educational opportunities virtually in the time of COVID-19. Int J Med Educ. 2021;12:84-85.
  16. Vattanavanit V, Khwannimit B, Nilmoje T. Comparison of knowledge and confidence between medical students as leaders and followers in simulated resuscitation. Int J Med Educ. 2020;11:19-24.
  17. Witheridge A, Ferns G, Smith WS. Fourth-year medical students’ experiences of diagnostic consultations in a simulated primary care setting. Int J Med Educ. 2019;10:163-171.
  18. Rose JS, Lalgudi S, Joshua RA, Paul J, Susanne MA, Phillips AC, et al. A validated audio-visual educational module on examination skills in ophthalmology for undergraduate medical students in the COVID-19 season - An observational longitudinal study. Indian J Ophthalmol. 2021;69:400-5.



DOI: https://doi.org/10.22146/jpki.72816

Article Metrics

Abstract views : 746 | views : 755

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Taufik Suryadi, Intan Chaharunia Mulya,Kulsum Kulsum

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats