Context: Technology is being introduced, used and studied in almost all areas of health professions education (HPE), often with a claim of making HPE better in one way or another. However, it remains unclear if technology has driven real change in HPE. In this article, we seek to develop an understanding of the transformative capacity of learning technology in HPE. Methods and Outcomes: We first consider the wider scholarship highlighting the intersection between technology and pedagogy, articulating what is meant by transformation and the role of learning technology in driving educational transformation. We then undertake a synthesis of the current high visibility HPE‐focused research. We sampled the literature in two ways—for the five highest impact factor health professional education journals over the past decade and for all PubMed indexed journals for the last 3 years—and categorised the extant research against the Substitution, Augmentation, Modification, Redefinition model. We found that the majority of research we sampled focussed on substituting or augmenting learning through technology, with relatively few studies using technology to modify or redefine what HPE is through the use of technology. Of more concern was the lack of theoretical justification for pedagogical improvement, including transformation, underpinning the majority of studies. Conclusions: While all kinds of technology use in learning have their place, the next step for HPE is the robust use of technology aiming to lead transformation. This should be guided by transformational educational theory and aligned with pedagogical context. We challenge HPE practitioners and scholars to work thoughtfully and with intent to enable transformation in education for future health professionals.

Universities implement Learning Management Systems (LMSs) with the aspiration of improving educational practice. However, LMS adoption by academics within universities vary and frequently falls short of institutional aspirations. In this study, we propose an integrated and adopter–centred professional identity perspective of LMS adoption and empirically validate such a perspective at a New Zealand university where a LMS was implemented. We surveyed 204 academic staff and analysed questionnaire data using structural equation modelling. Results indicate that the adoption of the LMS was associated with professional identity. Variations in aspects of professional identity not only shaped the extent of LMS usage, but was also predictive of qualitatively different ways of using the LMS for teaching. Theoretical and practical implications are discussed based on the research findings.