When things become complex and uncertain it is harder to predict the outcome of interventions. This simple truth is embedded in complex adaptive systems theory, based on chaos theory. Innes, Campion and Griffiths1 describe how this applies to consultations, where medical or social complexity can push a consultation to the edge of chaos. These challenging consultations have unpredictable outcomes and this carries risks such as upsetting the doctor-patient relationship or bringing up issues that either the doctor or patient did not wish to discuss. Sweeney2 discussed these principles further and describes their importance in understanding what we call evidence-based practice and research. In this article I will discuss the application of complex adaptive change theory to medical education using a teaching trip to Libya as an example.
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