Overview
This chapter explores the importance of the surgical workplace as a centre of learning. A sociocultural learning theory known as activity theory will be described and related to the field of surgery to help illuminate this multifaceted and complicated environment. Comparisons will be made with the theory of situated learning and communities of practice. Newer developments on activity theory such as knot-working and actor-network theory will be discussed. As a defining feature of activity theory, the prominent position of culturally mediated artefacts will be argued as both promoter and hinderer of expansive learning. Two published case studies of the surgical workplace will be critically considered to illustrate the strengths and weaknesses of an activity theory-based approach. Case study one examines the reality of collaborative multidisciplinary learning in practice, specifically the relationship across different specialities involved in the treatment of patients with suspected breast cancer. Case study two concerns what we can learn from how expert surgeons go about preparing to lead a theatre team towards excellent performance and how this knowledge is passed on to trainees.
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Ibrahim, E.F. (2019). Activity Theory and the Surgical Workplace. In: Nestel, D., Dalrymple, K., Paige, J., Aggarwal, R. (eds) Advancing Surgical Education. Innovation and Change in Professional Education, vol 17. Springer, Singapore. https://doi.org/10.1007/978-981-13-3128-2_10
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