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Towards socio-material approaches in simulation-based education: lessons from complexity theory.

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Complexity theory offers new insights for simulation-based education (SBE) in medical training. By applying concepts like emergence and attunement, educators can improve learning in complex practice environments.

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Area of Science:

  • Medical Education
  • Socio-material Theory
  • Complexity Theory

Background:

  • Current simulation-based education (SBE) research often lacks theoretical grounding, focusing heavily on fidelity and procedural skills.
  • Existing literature inadequately incorporates broader professional studies theories on embodied, relational, and situated learning.
  • Medical educators seek to prepare students for unpredictable practice, driving interest in socio-material theories.

Purpose of the Study:

  • To outline key elements of complexity theory relevant to medical education.
  • To illustrate the application of complexity theory with empirical examples.
  • To argue for the utility of complexity theory in enhancing SBE.

Main Methods:

  • Review of socio-material theories, particularly complexity theory.
  • Application of complexity theory concepts (emergence, attunement, disturbance, experimentation) to SBE.
  • Illustration with examples from empirical studies in medical training.

Main Results:

  • Complexity theory highlights often-unnoticed material dynamics and their consequences in simulated medical training.
  • It provides conceptual tools for practical application in designing simulated settings and scenarios.
  • Concepts like emergence, attunement, disturbance, and experimentation offer new pedagogical approaches.

Conclusions:

  • Socio-material approaches, including complexity theory, are increasingly influential in professional education.
  • Complexity theory has transformative potential for medical education, particularly in SBE.
  • It addresses socio-material contradictions in SBE, emphasizes material dynamics, and suggests methods to deepen student learning.