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

Review studies of simulation‐based education (SBE) consistently point out that theory‐driven research is lacking. The literature to date is dominated by discourses of fidelity and authenticity – creating the ‘real’ – with a strong focus on the developing of clinical procedural skills. Little of this writing incorporates the theory and research proliferating in professional studies more broadly, which show how professional learning is embodied, relational and situated in social – material relations. A key concern for medical educators concerns how to better prepare students for the unpredictable and dynamic ambiguity of professional practice; this has stimulated the movement towards socio‐material theories in education that address precisely this question.