Situativity theory: A perspective on how participants and the environment can interact: AMEE Guide no. 52

Abstract

Situativity theory refers to theoretical frameworks which argue that knowledge, thinking, and learning are situated (or located) in experience. The importance of context to these theories is paramount, including the unique contribution of the environment to knowledge, thinking, and learning; indeed, they argue that knowledge, thinking, and learning cannot be separated from (they are dependent upon) context. Situativity theory includes situated cognition, situated learning, ecological psychology, and distributed cognition. In this Guide, we first outline key tenets of situativity theory and then compare situativity theory to information processing theory; we suspect that the reader may be quite familiar with the latter, which has prevailed in medical education research. Contrasting situativity theory with information processing theory also serves to highlight some unique potential contributions of situativity theory to work in medical education. Further, we discuss each of these situativity theories and then relate the theories to the clinical context. Examples and illustrations for each of the theories are used throughout. We will conclude with some potential considerations for future exploration. Some implications of situativity theory include: a new way of approaching knowledge and how experience and the environment impact knowledge, thinking, and learning; recognizing that the situativity framework can be a useful tool to "diagnose" the teaching or clinical event; the notion that increasing individual responsibility and participation in a community (i.e., increasing "belonging") is essential to learning; understanding that the teaching and clinical environment can be complex (i.e., non-linear and multi-level); recognizing that explicit attention to how participants in a group interact with each other (not only with the teacher) and how the associated learning artifacts, such as computers, can meaningfully impact learning.

Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83

“…(d) Social theories of learning: The two elements that are crucial to social theories of learning are context and community (Choi & Hannafin 1995;Durning & Artino 2011). These concepts have been developed by Etienne Wenger (Lave & Wenger 1991;Wenger 1998), who emphasises the importance of ''communities of practice'' in guiding and encouraging the learner.…”

“…Learning and thinking are social activities structured and influenced by the setting and tools available in a specific situation (Lave & Wenger 1991). Learning and teaching approaches at the bedside are different from the operating room, emergency department or in the community (Durning & Artino 2011;Yardley et al 2012). Each context has its educational power and value.…”

“…Land and colleagues consider the way that learners enter the community of practice (Land et al 2008). The way in which a learner's experience is shaped by their context and community is developed by situativity theory and is discussed by Durning & Artino (2011). Situated cognition theories are based on three main assumptions:…”

Understanding Clinical Reasoning from Multiple Perspectives: A Conceptual and Theoretical Overview

“…Definitions of clinical reasoning therefore must include these aspects. While definitions of clinical reasoning vary, they typically share the features that clinical reasoning entails: (i) the cognitive operations allowing physicians to observe, collect, and analyze information and (ii) the resulting decisions for actions that take into account a patient's specific circumstances and preferences (Eva et al 2007;Durning and Artino 2011).The variety of definitions of clinical reasoning and the heterogeneity in research is likely in part due to the number of fields that have informed our understanding of clinical reasoning. In this chapter, a number of concepts from a broad spectrum of fields is presented to help the reader understand clinical reasoning and to assist the O. ten Cate…”

“…Definitions of clinical reasoning therefore must include these aspects. While definitions of clinical reasoning vary, they typically share the features that clinical reasoning entails: (i) the cognitive operations allowing physicians to observe, collect, and analyze information and (ii) the resulting decisions for actions that take into account a patient's specific circumstances and preferences (Eva et al 2007;Durning and Artino 2011).…”