Pelletier, Caroline;
kneebone, roger;
(2015)
Playful simulations rather than serious games: medical simulation as a cultural practice.
Games and Culture
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Abstract
Medical simulation has historically been studied in terms of the delivery of learning outcomes, or the social construction of knowledge. Consequently, simulation-based medical education has been researched primarily in terms of the transfer of skills, or the reproduction of professional communities of practice. We make a case for studying simulation-based medical education as a cultural practice, situating it within a history of gaming and simulation, and which, by virtue of distinctive aesthetics, does not simply teach skills or reproduce professional practices but rather transforms how medicine can be made sense of. Three concepts from the field of game studies – play, narrative and simulation – are deployed to interpret an ethnographic study of hospital-based simulation centres and describe under-reported phenomena, including the cooperative work involved in maintaining a fictional world, the narrative conventions by which medical intervention are portrayed, and the political consequences of simulating the division of labour.
| Type: | Article |
|---|---|
| Title: | Playful simulations rather than serious games: medical simulation as a cultural practice |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Keywords: | play, narrative, simulation, aesthetics, education, serious games |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10021269 |
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