ABSTRACT
The methodology developed in the research demonstrates how Actor-Network Theory (ANT) can be drawn from as a sensibility to interrupt research and to critically engage with medical education research. The research has developed the language of learning in space/time and as a relational concept, helping educators to realise that the conditions of possibility for pedagogies of improvement science can be challenged. In the case, ANT could provide a robust and complementary research methodology. In evidence-based healthcare interventions (such as the surgical safety checklist and improvement science), there is sometimes a tendency to homogenise the intervention to allow for evaluation and measurement. The pedagogical approach for learning improvement science was to create student-led projects in workplace settings to allow students to work unsupervised and to make decisions relating to the improvement. De-centring the human allows for descriptions of learning in the workplace that bypass the predilection for exploring motivations and intention, social structures, and human agency.
