‘Complexity’ is fast becoming a ‘god term’ in medical education, but little is known about how scholars in the field apply complexity science to the exploration of education phenomena. Complexity science presents both opportunities and challenges to those wishing to adopt its approaches in their research, and debates about its application in the field have emerged. However, these debates have tended towards a reductive characterisation of complexity versus simplicity. We argue that a more productive discussion centres on the multiplicity of complexity orientations, with their diverse disciplinary roots, concepts and terminologies. We discuss this multiplicity and use it to explore how medical education researchers have taken up complexity science in prominent journals in the field.
What is the state of complexity science in medical education research?
Sayra Cristancho, Emily Field, Lorelei Lingard
Medical Education https://doi.org/10.1111/medu.13651