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Acknowledgements -- Contents -- Notes on Contributors -- 1: Introduction -- 1 Sex/Gender -- 2 Methods and Material -- 3 Overview -- References -- Part I: Making Scientific and Medical Truths -- 2: Alzheimer's in the Making: A Feminist Laboratory Study of Alzheimer's Disease -- 1 Background -- 2 AD in the Lab: A Precursor to AD Pharmaceuticals -- 3 Sexing the Flies, Making Alzheimer's -- 3.1 Virgin Flies -- 4 A Feminist Take on AD as a Science in the Making -- 5 Conclusion -- References -- 3: The Pharmaceuticalized Prostate -- 1 Prostate Problems, Briefly -- 2 Intra-acting Actants -- 3 Pharmaceuticalized Prostates -- References -- 4: New Puberty -- New Trans: Children, Pharmaceuticals and Politics -- 1 Early Feminist Work on Medicine and Trans Subjectivities -- 2 Contemporary Trans: Theorizing the Guinea Pig Self -- 3 The Medicalization of Childhood Trans -- 4 Learning from Early Feminism -- References -- Part II: Creating Subjectivities for "Patients" in Advertising -- 5: Prescribing Relational Subjectivities -- 1 Methods, Materials -- 2 Theoretical Inspirations -- 2.1 Coupling Care -- 2.2 Decoupling That Trailer -- 2.3 Bedtime Stories -- 3 Conclusion: Pharma-Mediated Relationship Practices -- References -- 6: You Will Protect Your Daughter, Right? -- 1 Methodology and Materials -- 1.1 Parents Calculating Cervical Cancer Risk -- 2 Parent-Daughter Relations Through Tropes of Nature -- 2.1 The Pharmaceuticalized Parent-Daughter Relationship -- References -- Part III: Different HPV Vaccines -- 7: Evidence, Sex and State Paternalism: Intersecting Global Connections in the Introduction of HPV Vaccines in Colombia -- 1 Anticipation, HPV Vaccines and Intersectionality: Coproducing Drugs and Subjectivity -- 2 Introducing HPV Vaccines in Colombia: Not Just a Matter of Evidence and Efficiency

Simulators that represent human patients are being integrated into medical education. This study examines the use of a haptic-enabled, virtual reality simulator designed to allow training in minimally invasive surgery (MIS) techniques. The paper shows how medical practices and practitioners are constructed during a simulation. By using the theoretical tools that situated learning and communities of practice provide, combined with the concept of reconstituting, I broaden the discussion of medical simulators from a concern with discrete skills and individual knowledge to an examination of how medical knowledge is created around and with computer simulators. The concept of reconstitution is presented as a theoretical term for understanding the interplay between simulators and people in practice. Rather than merely enacting simulator training, reconstituting creates a different context, different actors and different techniques during the simulation.

An examination of the use of medical simulators shows that they contain traces of the one-sex body model found in pre-Enlightenment anatomies. The simulators present the male body as 'male including female' rather than 'male, not female'. Only when female sex organs are relevant to a practice, as in gynaecology, does a simulator need to become 'female, not male'. The widely held modernist understanding of sex and gender as binary categories is actually masking local practices which allow varied sex and gender paradigms to coexist in simulator use. This analysis applies the discussions of Laqueur, Schiebinger and Faulkner to simulator practice. The consequences of recognizing the presence of the one-sex body are two-fold. Firstly, seeing that the reification of medical knowledge can still be haunted by conceptual paradigms of the past forces a more nuanced understanding of the variety that localized medical practices contain. Secondly, observing the ease with which the reified knowledge of a one-sex body is embraced by subjects who also exist in a world of binary gender points to the complexity our subjectivities can embrace and forces the researcher to acknowledge the implications of the simulations' context.

This research examines the integration of medical simulators into medical education. Training on a haptic-enabled surgery simulator has been observed with an eye to the context of the medical apprenticeship. Videotape of simulations and ethnographic observations at the simulator center are analyzed using the theoretical tools of legitimate peripheral practice and identity construction. In doing so, it becomes apparent that simulations are much more than just a forum for the transfer of specific medical skills. Although they may be designed to facilitate discrete aspects of surgical practice, when in use, the simulators are surrounded by the rich and varied social interactions that make up the medical apprenticeship. These social aspects contribute to the creation of medical practices out of simulator practices, so that working on the simulator can still be experienced as part of the situated learning otherwise conducted during the internship (clinical clerkship) of medical training.