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Year : 2022  |  Volume : 15  |  Issue : 1  |  Page : 3-11

The art of sim-making: What to learn from film-making

1 Department of Emergency Medicine, Singapore General Hospital; Professor, Duke NUS Graduate Medical School, Yong Loo Lin School of Medicine, National University of Singapore and Lee Kong Chian Medical School, Nanyang Technological University; Director, SingHealth Duke NUS Institute of Medical Simulation, Singapore
2 Department of Emergency Medicine, Simulation and Skills Centre, Wellington Hospital, Wellington, New Zealand
3 Head of Visual Effects, Weta Digital, Wellington, New Zealand
4 Department of Emergency Medicine; Director, Sidney Kimmel Medical College; Program Director, Digital Health and Telehealth Education, Thomas Jefferson University Hospital, Philadelphia, Pennsylvania, USA
5 Department of Emergency Medicine, Queen Elizabeth Hospital, Gateshead, United Kingdom, Europe
6 Department of Head of Emergency, Hospital Selayang, Kuala Lumpur, Malaysia
7 Department of Emergency Medicine, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India
8 Department of Emergency Medicine, University of Maryland School of Medicine, Baltimore, Maryland, USA
9 Department of Clinical Sciences, Florida State University College of Medicine, Emergency Medicine Residency at Sarasota Memorial Hospital, Sarasota, Florida, USA
10 Director for Research, The Florida State University Emergency Medicine Residency Program, Sarasota Memorial Hospital, Sarasota, Florida, USA

Correspondence Address:
Prof. Fatimah Lateef
Department of Emergency Medicine, Singapore General Hospital, 1 Hospital Drive, Outram Road, 169608
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/jets.jets_153_21

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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:
  • Development
  • Preproduction
  • Production
  • Postproduction and
  • Distribution.
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 analysis
  • Setting objectives, based on educational strategies
  • Implementation of the simulation activity
  • Debriefing and evaluation, as well as
  • Fine-tuning for future use and archiving of scenarios/cases.

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