TY - JOUR
T1 - The art of sim-making
T2 - What to learn from film-making
AU - Lateef, Fatimah
AU - Peckler, Brad
AU - Saindon, Eric
AU - Chandra, Shruti
AU - Sardesai, Indrani
AU - Rahman, Mohamed
AU - Krishnan, S.
AU - Wahid Ali, Afrah
AU - Goncalves, Rose
AU - Galwankar, Sagar
N1 - Publisher Copyright:
© 2022 Wolters Kluwer Medknow Publications. All rights reserved.
PY - 2022/1/1
Y1 - 2022/1/1
N2 - The components of each stage have similarities as well as differences, which make each unique in its own right. As the film-making and the movie industry may have much we can learn from, some of these will be covered under the different sections of the paper, for example, 'Writing Powerful Narratives,' depiction of emotional elements, specific industry-driven developments as well as the 'cultural considerations' in both. For medical simulation and simulation-based education, the corresponding stages are as follows: DevelopmentPreproductionProductionPostproduction andDistribution. The art of sim-making has many similarities to that of film-making. In fact, there is potentially much to be learnt from the film-making process in cinematography and storytelling. Both film-making and sim-making can be seen from the artistic perspective as starting with a large piece of blank, white sheet of paper, which will need to be colored by the 'artists' and personnel involved; in the former, to come up with the film and for the latter, to engage learners and ensure learning takes place, which is then translated into action for patients in the actual clinical care areas. Both entities have to go through a series of systematic stages. For film-making, the stages are as follows: Identification of problems and needs analysisSetting objectives, based on educational strategiesImplementation of the simulation activityDebriefing and evaluation, as well asFine-tuning for future use and archiving of scenarios/cases.
AB - The components of each stage have similarities as well as differences, which make each unique in its own right. As the film-making and the movie industry may have much we can learn from, some of these will be covered under the different sections of the paper, for example, 'Writing Powerful Narratives,' depiction of emotional elements, specific industry-driven developments as well as the 'cultural considerations' in both. For medical simulation and simulation-based education, the corresponding stages are as follows: DevelopmentPreproductionProductionPostproduction andDistribution. The art of sim-making has many similarities to that of film-making. In fact, there is potentially much to be learnt from the film-making process in cinematography and storytelling. Both film-making and sim-making can be seen from the artistic perspective as starting with a large piece of blank, white sheet of paper, which will need to be colored by the 'artists' and personnel involved; in the former, to come up with the film and for the latter, to engage learners and ensure learning takes place, which is then translated into action for patients in the actual clinical care areas. Both entities have to go through a series of systematic stages. For film-making, the stages are as follows: Identification of problems and needs analysisSetting objectives, based on educational strategiesImplementation of the simulation activityDebriefing and evaluation, as well asFine-tuning for future use and archiving of scenarios/cases.
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U2 - 10.4103/jets.jets_153_21
DO - 10.4103/jets.jets_153_21
M3 - Review article
AN - SCOPUS:85128628387
SN - 0974-2700
VL - 15
SP - 3
EP - 11
JO - Journal of Emergencies, Trauma and Shock
JF - Journal of Emergencies, Trauma and Shock
IS - 1
ER -