Can the tools of activity theory help us in advancing understanding and organisational change in undergraduate medical education?

@article{Reid2014CanTT,
  title={Can the tools of activity theory help us in advancing understanding and organisational change in undergraduate medical education?},
  author={Anne-Marie Reid and Alison Ledger and Sue Kilminster and Richard Fuller},
  journal={Advances in Health Sciences Education},
  year={2014},
  volume={20},
  pages={655 - 668},
  url={https://api.semanticscholar.org/CorpusID:39743490}
}
A modified Development Work Research (DWR) approach can reveal factors indicating organisational readiness to support change within a locally contextualised framework and has significant practical applications across a range of healthcare disciplines.
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ncbi.nlm.nih.gov
27 Citations
Highly Influential Citations
1
Background Citations
5
Methods Citations
2
Results Citations
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27 Citations

Using activity theory to transform medical work and learning

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Expansive learning in medical education: Putting Change Laboratory to work

This empirical work illustrates ways of modifying the classical Change Laboratory process to fit local contexts, resources, and needs and describes how it helped clinicians and others who support student, intern, and resident education make changes collaboratively.

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Workplace learning through collaboration in primary healthcare: A BEME realist review of what works, for whom and in what circumstances: BEME Guide No. 46

This systematic review uses realist methodology to consolidate knowledge on the characteristics of workplace learning (WPL) through collaboration by primary healthcare professionals to ensure that professionals have access to protected time, earmarked for learning.

Effectiveness of short, personalised student assistantships: an evaluative study across eight London hospitals

Overall, the focused 3-week, personalised student assistantships led to significant improvement across all learning objectives related to preparedness for practice.

Applying activity theory to undergraduate medical curriculum reform: Lessons in contradictions from multiple stakeholders’ perspectives

A holistic, multiple stakeholder-informed analysis of curricular reform is conducted, aiming to understand how the social relations between groups contribute to unanticipated tensions and outcomes.

Implementing interprofessional learning curriculum: how problems might also be answers

The application of activity theory and the ELC offered an approach in which the most troublesome challenges might be reframed as opportunities for change, and if sufficient tension can be generated, an ELC could be triggered.

Governance options for effective interprofessional education: Exposing the gap between education and healthcare services

It is important to review the quality assurance governance models that are in place and to consider which of these existing governance systems, if either, is the more appropriate model for enabling and supporting IPE.

Examining the mechanisms for variation in student outcomes from work placements:glimpsing expansive learning in a placement student change laboratory

The research in this thesis is an exploration of the experience of students on work placement as a part of their degree. Using Cultural Historical Activity Theory (CHAT) and the Change Laboratory…

Cultural Historical Activity Theory for Studying Practice-Based Learning and Change in Medical Education

This methodology article explains how CHAT theorizes learning in dynamic workplaces within an activity system comprising multiple practitioners engaged in activity, which is collaborative, multi-voiced, and bounded by a shared intended object.

28 References

Students’ perceptions of patient safety during the transition from undergraduate to postgraduate training: an activity theory analysis

Using activity theory as analytical framework, constant comparative thematic analysis of the focus group transcripts found eight general themes relating to two activities: learning to be a doctor and delivering safe patient care.

Bridging the gap: supporting the transition from medical student to practising doctor – a two-week preparation programme after graduation

The effect of a preparation programme on the confidence and skills of new graduates commencing their first clinical post is explored and increasing responsibility during shadowing could effect an even smoother transition.

How prepared are medical graduates to begin practice ? a comparison of three diverse UK medical schools. Final report to GMC April 2008.

Findings of the project indicate that undergraduates preparedness to begin the Foundation Programme is improved by increased experiential learning in clinical practice as part of their undergraduate programme.

Transition to Clerkship Courses: Preparing Students to Enter the Workplace

The intent of transition courses is to prepare students for workplace learning, but the most common approaches provide limited exposure to real clinical settings, which could be better prepared by increasing exposure to the routines, norms, and professionals that students encounter in clinical settings.

Practice, learning and change : practice-theory perspectives on professional learning

Theorising practice rethinking professional learning: an embodied pedagogy of 'doing partnership' in child and family health, Alison Lee, Roger Dunston and Cathrine Fowler.

Enriching the Theory of Expansive Learning: Lessons From Journeys Toward Coconfiguration

It is argued tentatively that the working hypothesis that the forms of expansive learning required for coconfiguration work have transformative, horizontal, and subterranean features has to be enriched by the notion of experiencing, which serves to bridge the design and implementation of organizational transformation.

Responsibility matters: putting illness back into the picture

The authors focussed on two key points of transition: the transition to beginning clinical practice which is the move from medical student to foundation training (F1) and the transition from generalist to specialist clinical practice.

Conceptualizing the transition from education to work as vocational practice: Lessons from the UK's creative and cultural sector

The paper argues that: (i) the demise of ‘occupational’ and ‘internal’ and the spread of ‘external’ labour markets in growth areas of UK economy such as the creative and cultural (CC and, (ii) in…

Expansive Learning at Work: Toward an activity theoretical reconceptualization

Cultural-historical activity theory has evolved through three generations of research. The emerging third generation of activity theory takes two interacting activity systems as its minimal unit of…

Perspectives on activity theory: Play, learning, and instruction

Part I. Theoretical Issues: 1. Activity theory and individual and social transformation Yrjo Engestrom 2. The content and unsolved problems of activity theory Vassily V. Davydov 3. Knowledge as…