This Community has initially been established to support the CLIFF workshop at CCME 2011. It is anticipated that this will develop into an ongoing resource for further work in this area.
References:
- DH Shunk, Learning Theories: An Educational Perspective, 5th ed. Upper Saddle River NJ, Pearson/Merrill Prentice Hall, 2008
- Bordage, G. (2009). "Conceptual frameworks to illuminate and magnify." Medical Education 43(4): 312-319.
- Smith, C. S. and J. L. Bowen (2010). Applying theory to educational practice. Theory & Practice of Teaching Medicine. J. Ende (ed). , American College of Physicians Press.
- Bordage, G. and I. Harris (2011). "Making a difference in curriculum reform and decision-making processes." Medical Education 45(1): 87-94.
- J Ende (ed), Theory and Practice of Teaching Medicine, American College of Physicians Press, 2010
- Scarborough, H and Corbett, J M (1992). Technology and organization: power, meaning and design UK, Routledge
- Reiser, S J (2009). Technological Medicine: the Changing World of Doctors and Patients. New York, Cambridge University Press.
- Ellaway, R and Davies, D (2011). "Design for Learning: Deconstructing Virtual Patient Activities." Medical Teacher 33(4): pp303-310.
- Kaptelinin, V and Nardi, B (2006). Acting with Technology: Activity Theory and Interaction Design. Boston, MA, MIT Press.
Further comments on other applicable theories that may help to inform our thinking and discussions:
systems theory: this is based on considering the elements, processes and flows within a system as its principle focus. This leads us to treat people as part of the system serving its needs and acting causally within it. EMR/EHR/PACS systems are typically built to this paradigm. Salient concept: technology is about process and flow.
Salient problem: systems theory does not concern with experience, motive and emotion, it does not reflect the human dimension even though this is often why people chose to use (or not to use) a technology.
cyborg theory: this is based on the idea of information devices and systems being extensions of human consciousness and mentalities. The change to EBM and knowing in practice reflects this principle (if not the concept). Salient concept: technology is intrinsically a part of our mentalities. Salient problem: IT in hospitals is locked down and intrinsically separating of person and machine. We need to rethink IT provision in healthcare to align with cyborg perspectives.
activity theory: this is based on human activity as the principle focus as opposed to the tools or the outputs. Meaning, significance and value are only realized through activities. Salient concept:
technologies only mean something when used, different users and contexts change the nature of the technology. Salient problem:
administrators focus on the presence of a technology as the solution rather than the many interpretations and practices that people engage in with and around it.
information theory: the creation and manipulation of information is intrinsically lossy. Salient concept: technologies may help to add structure to information but always diminish information in each transaction. Salient problem: information systems are always discussed in terms of what they do and not in terms of what they can't do or what they change in the environment.
preemptive design theory: this is based on how the social and cultural perspectives as well as the biases of system designers (programers, engineers, architects) are realized in the technologies they create. Salient concept and problem: technologies designs are partial and political.
These can act as a frame for how theory allows us to reconsider technologies and how we can use different perspectives to develop different approaches to using technologies.
