The first element was casting the discourse at a high level of abstraction: 'just war' theory, community of nations, the human condition, the age old struggle to reconcile right and might, means and ends.
Theoretical models from organisation sciences, such as the neo-institutional theory [ 41], the theory of communities of practice [ 42] as well as professional theories [ 43, 44] provide a framework to examine the contribution of knowledge in decision-making pertaining to e-health projects.
Lave and Wenger's situated learning theory, community(s) of practice (CoP) [ 12, 13] provides a theoretical framework that captures the essence of the clerkship pedagogical approach [ 14].
In the next section, the theory of communities of practice is introduced.
The theory on communities of practice provides a relevant perspective on how they achieved sustainability (Wenger 2000).
Instead of viewing learning as a relation between students and teachers as it happens at schools, the theory of communities of practice articulates learning in terms of membership and participation within particular communities (Lave & Wenger 2005).
In theory, new communities of active citizens are going to partner or, if necessary, challenge local government for control of schools, environmental policy and policing.
The theory of Communities of Practice resonated in our setting where many health workers learn primarily on the job.
A core concept in the theory of communities of practice is the interface between novices and experts and the route whereby new members construct a professional identity [ 46].
Although the research underpinning the theory of communities of practice was conducted in Yucatan midwives, US naval quartermasters and apprentice butchers, its appeal has spread.
