Clinical simulation as a tool for didactic transposition in university health education

Abstract

The study problematizes clinical simulation in university health training beyond its instrumental technological dimension, placing it as a pedagogical mediation device inscribed in the logic of didactic transposition. In this framework, the transformation of expert biomedical knowledge into teachable knowledge is understood as a process of reconfiguration of knowledge that materializes in simulated scenarios where the student faces complex clinical situations under controlled conditions. From a socio-constructivist perspective, these environments operate as didactic configurations that favor meaningful interaction with the problem, enabling the construction of clinical judgment as a situated reflective practice. Consistent with this, the research analyzes how interactive simulators act as didactic transposition devices in the formation of clinical judgment in university contexts of medicine, obstetrics and nursing, where the gap between theory and practice requires safe mediation environments. However, a critical tension is noted: the incorporation of high-fidelity simulators does not in itself guarantee significant learning processes. Its formative potential depends on the pedagogical intentionality that articulates experience, error and feedback, as well as the teaching competence to design situations that transcend technical reproduction. In this sense, the debriefing is configured as a training space where experience is resignified into knowledge. Consequently, it is proposed that clinical simulation acquires educational value when it becomes a transposition device that reconfigures knowledge in action, favoring autonomous, critical and contextualized processes in professional practice.