Learning in technology-enhanced medical simulation: locations and knowings

The use of simulators has become a common teaching strategy in medical education. It is seen as offering opportunities to address the needs for training interprofessional collaboration by focusing on communication, situation awareness, decision making and coping with stress. While there is a large body of quantitative effect studies supporting the use of technology-enhanced simulations in medical training [3], there is a lack of rigorous, theory-based, qualitative studies to clarify how and when to effectively use simulations to train health care professionals. This qualitative study aims to investigate simulation-based medical training situations, focusing on performance, material arrangements and production of forms of knowing/learning.