Activity theory in health professions education research and practice

Richard L. Conn; Gerard Gormley; Sarah O'Hare; Anu Kajamaa

doi:10.1007/978-981-13-6106-7_30-1

Activity theory in health professions education research and practice

Richard L. Conn^*, Gerard Gormley, Sarah O'Hare, Anu Kajamaa

^*Corresponding author for this work

School of Medicine, Dentistry and Biomedical Sciences

Research output: Chapter in Book/Report/Conference proceeding › Entry for encyclopedia/dictionary

Abstract

This chapter describes activity theory (AT) and its emerging role within health professions education (HPE). We outline AT’s historical roots, before exploring its concepts and theoretical models in detail. We then describe its practical applications in HPE, in both analysis and intervention, before concluding with a discussion of its rich future possibilities.

Original language	English
Title of host publication	Clinical education for the health professions: theory and practice
Editors	Debra Nestel, Gabriel Reedy, Lisa McKenna, Suzanne Gough
Publisher	Springer
Number of pages	24
Edition	1
ISBN (Electronic)	9789811361067
ISBN (Print)	9789811361067
DOIs	https://doi.org/10.1007/978-981-13-6106-7_30-1
Publication status	Published - 16 Oct 2021

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10.1007/978-981-13-6106-7_30-1Licence: Unspecified

Learning from error : rethinking critical incidents to make paediatric prescribing safer
Conn, R. L. (Author), Dornan, T. (Supervisor), Shields, M. (Supervisor) & Tully, M. (Supervisor), Dec 2019
Student thesis: Doctoral Thesis › Doctor of Philosophy

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Sim-lab: a formative intervention to promote transformative agency and organisational change through emergency care in-situ simulation in General Practice
O'Hare, S. (Author), Conn, R. (Supervisor) & Gormley, G. (Supervisor), Jul 2025
Student thesis: Doctoral Thesis › Doctor of Medicine

Cite this

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title = "Activity theory in health professions education research and practice",

abstract = "This chapter describes activity theory (AT) and its emerging role within health professions education (HPE). We outline AT{\textquoteright}s historical roots, before exploring its concepts and theoretical models in detail. We then describe its practical applications in HPE, in both analysis and intervention, before concluding with a discussion of its rich future possibilities.",

author = "Conn, {Richard L.} and Gerard Gormley and Sarah O'Hare and Anu Kajamaa",

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Activity theory in health professions education research and practice. / Conn, Richard L.; Gormley, Gerard ; O'Hare, Sarah et al.
Clinical education for the health professions: theory and practice. ed. / Debra Nestel; Gabriel Reedy; Lisa McKenna; Suzanne Gough. 1. ed. Springer, 2021.

Research output: Chapter in Book/Report/Conference proceeding › Entry for encyclopedia/dictionary

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T1 - Activity theory in health professions education research and practice

AU - Conn, Richard L.

AU - Gormley, Gerard

AU - O'Hare, Sarah

AU - Kajamaa, Anu

PY - 2021/10/16

Y1 - 2021/10/16

N2 - This chapter describes activity theory (AT) and its emerging role within health professions education (HPE). We outline AT’s historical roots, before exploring its concepts and theoretical models in detail. We then describe its practical applications in HPE, in both analysis and intervention, before concluding with a discussion of its rich future possibilities.

AB - This chapter describes activity theory (AT) and its emerging role within health professions education (HPE). We outline AT’s historical roots, before exploring its concepts and theoretical models in detail. We then describe its practical applications in HPE, in both analysis and intervention, before concluding with a discussion of its rich future possibilities.

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DO - 10.1007/978-981-13-6106-7_30-1

M3 - Entry for encyclopedia/dictionary

SN - 9789811361067

BT - Clinical education for the health professions: theory and practice

A2 - Nestel, Debra

A2 - Reedy, Gabriel

A2 - McKenna, Lisa

A2 - Gough, Suzanne

PB - Springer

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Activity theory in health professions education research and practice

Abstract

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Student theses

Learning from error : rethinking critical incidents to make paediatric prescribing safer

Sim-lab: a formative intervention to promote transformative agency and organisational change through emergency care in-situ simulation in General Practice

Cite this