Abstract
In this chapter we discuss how concepts of play and interactive story-telling can be used to make sense of simulation-based clinical education . We argue that role-playing clinical situations affects how such situations can be made sense of, because they are shaped by contemporary narrative conventions for the representation of bodily injury, and by the emotional pleasures fulfilled by mimicry and pretence. The argument has implications for interpreting the educational and ethical significance of digital, simulation technologies for representing the body, and for interpreting how such technologies introduce novel social practices—notably play —into existing institutional settings.
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Pelletier, C., Kneebone, R. (2017). Playing at Doctors and Nurses: Technology, Play and Medical Simulation. In: Broadhurst, S., Price, S. (eds) Digital Bodies. Palgrave Studies in Performance and Technology. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-349-95241-0_16
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DOI: https://doi.org/10.1057/978-1-349-95241-0_16
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