Source material must be carefully chosen to produce a successful DRAW scenario. The clip must involve a teaching opportunity, but not all such opportunities that arise in TV or film dramas can be converted successfully. Candidate clips must be assessed under four headings: (a) is the drama convincing and credible from a medical point of view? (b) is it emotionally involving? (c) does this involvement hook quickly (we are interested only in short clips)? (d) does the doctor face a clear challenge with more than one path that might be followed? And last, but most importantly, (d) is there a springboard moment? Remember: a DRAW session does not simply comprise a class viewing and discussing interesting video clips, nor is it a loose association of video viewing and role-play.

A key element in the setting up of A DRAW scenario is the identification of a springboard moment. This is the moment in the drama where the doctor is faced with her difficult decision. She must now act; but how? The problem has been explained by the previous dramatic action; the class is emotionally involved in the dramatic situation; and now the doctor faces her problem -- there has been a mistake, bad news must be broken, expectations must be managed, competence has been questioned, and so on. All eyes are on the doctor. She opens her mouth to speak -- and the video is paused. Now a postgraduate junior doctor is selected from the class and the role-play begins, with the DRAW facilitator playing the part of the other party -- the relative, the patient, the colleague, as appropriate.

A DRAW session might involve a half-day comprising a half-dozen scenarios covering a range of challenges. Pay attention to the quality of the image and sound in the projection equipment. Ideally, the class size will be a least a dozen, to provide a range of points of view. Having two facilitators produces a welcome variation. Neither needs to be a pillar of local am-dram, but some acting ability is necessary. For each scenario, the video is played, it is paused at the chosen springboard moment, and role-play takes over with a facilitator playing the patient/relative and the trainee playing the doctor. After the role-play, the trainee is asked how they thought it went, then class discussion takes place. Finally, the dramatic resolution of the video clip is played.