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Resumo

Simulations are increasingly integral to scientific and social knowledge making. While a number of social scientists study simulation, extant literature is yet to fully investigate how simulated settings are different from and similar to other scientific places. I draw on scholarship on the importance of place within knowledge making in order to study two medical simulation labs and ask what role place plays in these simulated settings. I show that effective pedagogical simulations ironically depend upon departures from 'real' places of medical and scientific knowledge production. I highlight the importance of divergences in the sequence of events and scripts, in the behaviour of the manikins and actors, and in the materiality and arrangement of the settings. For medical and nursing students, it is the very disjunctures between the simulated environment and the hospital environment – the infidelity of place – that allows learning to happen. Overall, this article offers an exploratory investigation into the mechanisms at work in pedagogical places of medical simulation and qualifies understandings of the relationship between place and knowledge production.

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