Activity theory in health professions education research and practice

Conn, Richard L.; Gormley, Gerard J.; O’Hare, Sarah; Kajamaa, Anu (2021-10-16)
 
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https://link.springer.com/referenceworkentry/10.1007/978-981-13-6106-7_30-1

Conn, Richard L.
Gormley, Gerard J.
O’Hare, Sarah
Kajamaa, Anu
Springer
16.10.2021

Conn R.L., Gormley G.J., O’Hare S., Kajamaa A. (2021) Activity Theory in Health Professions Education Research and Practice. In: Nestel D., Reedy G., McKenna L., Gough S. (eds) Clinical Education for the Health Professions. Springer, Singapore. https://doi.org/10.1007/978-981-13-6106-7_30-1

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© 2021 Springer. This is a post-peer-review, pre-copyedit version of an article published in Clinical Education for the Health Professions. The final authenticated version is available online at https://doi.org/10.1007/978-981-13-6106-7_30-1.
https://rightsstatements.org/vocab/InC/1.0/
doi:https://doi.org/10.1007/978-981-13-6106-7_30-1
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https://urn.fi/URN:NBN:fi-fe2021112256358
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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.

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