Interprofessional Learning: Reasons, Judgement, and Action

This article makes a number of interconnected arguments. First, spatially and temporally distributed project teams constitute a new form of interprofessional work and, as a corollary, a new site for interprofessional learning. Second, researchers in cultural-historical activity theory have generated some concepts and methods, for example, “placeless organisations” (Nardi); “object of activity” (Leont’ev); “knotworking” (Engeström) and “relational agency” (Edwards) that can be used to analyse this new form of working and learning. Third, that when these concepts and methods are supplemented by Guile’s (2010) “mediated expressions of learning,” it is possible to provide a new conceptual framework to analyse the interplay between interprofessional working and learning. Finally, that this new framework enables researchers to shed light on the mediated relation between reasons, judgement, and action in interprofessional activity. This article explores this claim through an analysis of a critical incident that occurred in an interprofessional team working in the Creative and Cultural Sector in the United Kingdom.