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

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. Results: 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.


INTRODUCTION
Crime is a term used when referring to a potential offence in human interaction which triggers the development of forensic medicine. 1The word "forensic" comes from Latin term "Forum" which means "market" that was used as a court place in ancient Roman era.4][5][6][7] As the court judges do not have the competency to uncover the evidence using scientific medicine, experts in their fields are needed to provide opinions to analyze the criminal case. 5In relation to law enforcement, a doctor may be presented to court as an expert witness to provide expert testimony. 4,5According to the Law of Indonesia, an expert testimony is a legal evidence in the form of information given by someone who has special expertise on matters needed to make clear of a criminal case. 3,6e requirement for doctors to provide expert testimony in court underlies the reason of why this material is included in the medical education curriculum in Indonesia. 3This mandatory competency must be delivered in the medical education curriculum at each institution.The Faculty of Medicine, Universitas Syiah Kuala (FM USK), starting in the odd semester of the 2021/2022 academic year, has included expert witness testimony as one of practicum modules.As it is difficult to see firsthand how a doctor gives expert information due to case rarity and confidentiality, especially during the Coronavirus Diseases 2019 (COVID-19) mahasiswa kedokteran.Setting ruangan mirip dengan ruang sidang, dengan dosen sebagai penulis naskah dan sutradara, beberapa mahasiswa bertindak sebagai hakim, jaksa, pengacara, terdakwa dan dokter.Mahasiswa lainnya bertindak sebagai asisten sutradara, juru kamera, narator, pengambil adegan, direktur artistik, penata peralatan, dan editor.Setelah melakukan simulasi, setiap mahasiswa merefleksikan pengalamannya membuat video simulasi.Hasil refleksi tersebut kemudian disusun menjadi sebuah konsep pembelajaran yang mengacu pada kedokteran naratif.

Kesimpulan: Simulasi video adalah cara yang lebih baik untuk belajar. Sebagian besar mahasiswa kedokteran mempelajari hal-hal baru dengan lebih baik ketika melihat simulasi video untuk menerapkannya dalam situasi nyata di masa depan.
Kata kunci: Kesaksian ahli, pengalaman mahasiswa, simulasi video pandemic, we inisiate to create a simulation video of giving expert testimony.In this study, we would like to share our experience in creating video simulation of giving expert witness testimony in court.
In the Competency-Based Curriculum (CBC) FM USK, the learning process is carried out in a series of integrated and continuous modules.According to the Indonesian Doctors' Competency Standard 2019, there are 9 competence areas which needs to be delivered.Various basic theory and skills related to the management of forensic medicine cases are acquired during the preclinical stage.While the practicum module for providing testimony is held at the clinical practice stage of education by creating video simulation.Thus, students will gain experience in managing various ethical and medicolegal issues that are often encountered in daily practice by being an expert witness in court.
This study aims to explore the experiences of clinical students at the Department of Forensic Medicine in creating video simulation of expert testimony in court.The video simulation serves as a learning object for preclinical students who are studying forensic medicine.It is expected that this video can illustrate doctors's duty in a trial of criminal cases and reduce hesitancy and ambiguity that medical students may face in the future.By learning this practice module, medical students are expected to understand that doctors have an important role during a criminal court to support judge's decision against the defendant.

Study design
This one-center study used qualitative story telling design using Interpretative Phenomenological Analysis.An in-depth understanding of clinical students' experiences at the Department of Forensic Medicine towards video simulation of giving expert witness testimony was obtained.

Setting
The project was conducted on FM USK hall room, supported by cinematography team equipments.
The room was set resembling to a courtroom and the scenario was written by the lecturer who served as the director.Clinical students of Forensic Medicine Department took part as the casts and supporting teams including assistant directors, cameramen, narrator, scene takers, artistic directors, equipment stylists, and editors.Casts position was adjusted with following condition: judges at the frontside, prosecutors on the left side, lawyers on the right side, and doctor on the middle side facing the judges panel (Figure 1).Video recording was taken in detailed scenes of each cast (Figure 2,3, and 4).

Participant and data collection
The study participants were twenty clinical students at the Department of Forensic Medicine, FM USK.Students were voluntarily involved in creating the simulation video.After the completion of video, students were asked to provide feedback on how their experience, feelings, and benefits towards the video simulation process, learning atmosphere, and learning outcomes.The feedback are submitted and combined into narrative text with story telling approach.

Ethical considerations
This study has been ethically approved by the Dean of FM USK as also the permission to create simulation video.The video was created as a learning tool in  the disaster management and forensics courses, 7 th semester.Every participant involved has approved the video content, agreed to participate, and agreed on its utilization as teaching materials, both in printed and electronic form.The authors were also the participants directly involved, all of whom agree that the results of their performance, both the actions and the experiences, are allowed to be published.

Study characteristics
This video simulation was created in the Faculty of Medicine, Syiah Kuala University, by clinical student of Forensic Medicine Department Batch August 2 nd to September 4 th , 2021.The subject characteristics can be found in Table 1.
Video simulation, in whole or in part, has been an important learning tool in medical education for most of century.The field of narrative medicine is currently growing rapidly as it is easier for students to understand.One of the forms of narrative medicine is by creating simulation videos.Through simulation videos, learning becomes more effective and efficient in terms of time. 8,9The success of learning depends on student's perception towards the learning method.Positive students' perceptions will result into better learning motivation so that learning objectives become easier to obtain. 10he quality of training received by students also depends on how the lecturer teaches the training.Consequently, the teaching quality will affect student behavior, satisfaction and their success in gaining competence. 11

Students' feedback towards the creation of simulation video
We provided several quotations of students towards the creation process of simulation video of giving expert testimony.The first theme described students' feeling during the making of the video.Some students were nervous because it was their first time making a video, but in the end, they were pleased for their friendly teamwork between the crew and cast.Besides, there were also students who feels unfair due to their missing role as the casts, but were still happy to help in the process of making simulation videos.
"I feel sad that I didn't get the chance to be one of the characters in the video, but I'm glad that I helped prepare the video.My role as an equipment stylist does not really appear when the simulation video is played or takes place.However, my role appears before the simulation video is taken and after the video is shot.However, I am aware that without the equipment team, the process of making videos cannot run.A joy arises at the time after the video shooting process is complete and runs smoothly without any obstacles." (CPC, female student, equipment stylist).

Playing Role
The second theme discussed was the playing role and its execution.Each student has their own assigned roles according to scenario.The cast were adjusted and carried out independently by students.Every role has its own characteristic to play.

Difficulties and expectation
The fourth theme discussed about student difficulties in creating simulation videos along with students expectation.Students answered several challenges and it will be better in actual expert description situations.

From the theory to practice
Simulation-Based Education (SBE) is a strategic and effective learning method to assist the learning process, improve clinical knowledge and skills, and provide attractive independent learning opportunities.In addition, SBE can increase students' learning motivation because it is not monotonous, and can bridge the gap between theory and practice. 12,13Theory in the academic learning process is very important in the development of educational methods that have scientific value.However, without direct practice, it will be difficult to understand the learning concept. 14,15Simulationbased training creates a safe and fun learning environment; however, this training is significant cost and time consuming. 16ring the last two years (2020-2021), medical education underwent a transformation in education system.6][17][18] Video simulations like this offer a different perspective on translating learning theory into teaching practice. 18his is a good collaboration in the process of learning psychomotor skills from a cognitive and affective perspective. 14is qualitative study explores the experiences of clinical students at Forensic Medicine Department in making simulation videos of expert testimony.
The main strength of this study is the use of videostimulated recall combined with the Interpretative Phenomenological Analysis methodology, which allows in-depth qualitative analysis. 17The results of this video provide new insights regarding student learning in giving expert testimony by conducting simulations that are close to the actual situation in court.The results of our observations of clinical rotational students of forensic medicine show positive nuances in learning, 9 which can be seen from their enthusiasm in making simulation videos both as crew and cast.

Fig. 3 .Fig. 4 .
Fig.3.The scene where the doctor gives answers to the prosecutors' questions