Why This Book?
The introductory chapter provides a backdrop to and problematization of simulation as a pedagogical technology for interprofessional learning in health care education and practice. The chapter also discusses the relation to the changing views on professional learning and the current discourses on the increasing complexity of future health care. The dominating scientific, technical rationalities of professional practice as simply the application of theoretical knowledge, possessed by individuals, are being challenged. Recent theorizations of practice instead suggest alternative views of knowledge as being embodied and relational, intertwined with ethical reasoning and materiality. There is a global call for health care education reform and interprofessional learning to resolve patient safety issues. However, there is a lack of research with a particular view on interprofessional simulation, and hence a need of scrutiny and development the pedagogy for simulation practice.
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