Emergent is Authentic: A Sociomaterial Perspective on Simulation-Enhanced Interprofessional Education

Bridget C. O'BrienDepartment of Medicine, University of California San Francisco, San Francisco, California, USA

http://orcid.org/0000-0001-9591-5243

Judith Warren LittleGraduate School for Education, University of California, Berkeley, Berkeley, California, USA

Maria WamsleyDepartment of Medicine, University of California San Francisco, San Francisco, California, USA

Joseph G. CookOsher Center, University of California San Francisco, San Francisco, California, USA

Patrick YuanCenter for Faculty Educators, University of California San Francisco, San Francisco, California, USA

Josette RiveraDepartment of Medicine, University of California San Francisco, San Francisco, California, USA

Anna T. CiancioloDepartment of Medical Education, Southern Illinois University School of Medicine, Springfield, Illinois, USACorrespondence[email protected]

Madeleine Abrandt DahlgrenDepartment of Medicine and Health Sciences, Linköping University, Linköping, Sweden

Stella L. NgCentre for Faculty Development, University of Toronto, Toronto, Ontario, Canada

Kristina L. StillsmokingSmart Simulation Hospital, University of Texas-Rio Grande Valley-School of Medicine, Harlingen, Texas, USA

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References

Fenwick T. Sociomateriality in medical practice and learning: Attuning to what matters. Medical Education 2014;48:44–52.
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Dahlgren MA, Fenwick T, Hopwood N. Theorising simulation in higher education: Difficulty for learners as an emergent phenomenon. Teaching in Higher Education 2016;21(6):613–27.
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O'Brien BC, Little JW, Rivera J, Wiedinmyer B. Using interaction analysis to examine interprofessional learning among health professionals. Testing, Psychometrics, Methodology in Applied Psychology 2016;23(4):403–28.
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