Learning by Simulation and the Simulation of Learning

Abstract

In this chapter, we continue the theme of location for medical education, but now move away from work sites such as hospitals, to the clinical skills centre. Here, learning by simulation has become the dominant teaching method. In earlier chapters, we have referred to the shift from a modern world to another condition of living that is variously called ‘postmodern,’ ‘high modern,’ ‘late mod- ern,’ ‘liquid,’ ‘the risk society’ and a ‘runaway world.’ Whatever term we use to describe the emerging cultural condition, a rupture has occurred within modernism, the dominant cultural condition of the twentieth century. The key change may be the invention of computers, whose widespread availability and use has realized the World Wide Web. For many, the Internet is the only experiment in assembly (or participative) democracy that has worked. Certainly, the ready availability of elec- tronic resources for learning medicine has revolutionized medical education, where medical students can learn anatomy virtually, while junior doctors can carry palm- tops with an electronic drug formulary and prescribing guidelines literally at hand. Medical and surgical practices are also being reconfigured electronically, such as surgery through robotics with ‘absent’ surgeons, while case conferences can be held globally.