Sociomateriality: a theoretical framework for studying distributed medical education

Area of Science:

• Medical Education
• Educational Technology
• Sociology of Technology

Background:

• Distributed medical education (DME) is expanding globally, utilizing various digital tools for remote learning.
• Existing literature on DME is descriptive and lacks a theoretical lens to analyze its social and material components.
• Current distance learning theories often overlook material factors, focusing primarily on social, pedagogical, and cognitive aspects.

Purpose of the Study:

• To propose sociomateriality as a theoretical framework for studying distributed medical education.
• To address the gap in current literature by integrating material factors into the analysis of DME.
• To encourage a more comprehensive understanding of the complex interactions within DME.

Main Methods:

• Literature review of existing theories in distance learning.
• Conceptualization and proposal of the sociomateriality framework.
• Analysis of social and material components within the context of DME.

Main Results:

• Sociomateriality allows for the identification of previously overlooked actors and infrastructure in DME.
• This framework reveals the intertwined and often uncertain nature of social and material elements in learning.
• It encourages novel perspectives and potentially disruptive approaches to studying DME.

Conclusions:

• Distributed medical education requires careful study due to its significant social and material resource investments.
• The sociomateriality framework offers a robust approach to embracing the complexity of DME.
• Integrating material considerations is crucial for a deeper understanding and effective practice of DME.