1. Introduction: how to teach socio-technical analysis in healthcare? Healthcare is information intensive; that is, healthcare activities rely heavily on information transfer between patients and various healthcare providers, collection, storage, processing and use. The targeted use of information within activities can be seen as a socio-technical information system (IS) [1, 2], within which information technology (IT; manual or computer-based) is used as a means of work by individual actors or as a means of coordination and communication between actors [3]. To develop such socio-technical systems, the focus should be placed on work activities as the basic unit of analysis, rather than IT artifacts embedded in the IS [4]. The Activity Driven (AD) approach to information systems development (ISD) has been studied and developed at the University of Eastern Finland (Kuopio University until 2009) since the early 1990s [5, 3], with particular attention to healthcare activities and healthcare information systems. It is a socio-technical and participatory approach based on activity theory [6] with the primary objective of providing methods that emphasize the intertwined development of work and IS. The approach encourages IS developers and “users” (e.g., healthcare workers) to collaboratively study how different types of work activities are actually organized and conducted, including the type of information and technology that actors they need within those businesses. The approach includes several parts, including the Activity Analysis and Design Framework (ActAD) [5], the Activity-Driven Information Systems Development (AD ISD) model [3], and a methodology for representing “landscapes” healthcare [7]. Some initial practical methods... half of the document... Long C. Systems Analysis for Everyone Else: Empower business professionals through a systems analysis method that fits their needs. In: Alexander T, Turpin M, van Deventer JP, eds. IT to Empower - 18th European Information Systems Conference, Pretoria, 6-9 June 2010.[9] Saranto K, Korpela M, Kivinen T. Evaluation of the outcomes of a multiprofessional training program in health informatics. In: Patel VL, Rogers R, Haux R, editors. Medinfo 2001. Proceedings of the 10th World Congress on Medical Informatics, London, 2-5 September 2001. Amsterdam: IOS; 2001, p. 1071-1075.[10] Saranto K. Challenges for multidisciplinary education in health informatics. In: Oud N, Sheerin F, Ehnfors M, Sermeus W, eds. Acendio 2007. 6th Acendio European Conference. Nursing communication in multidisciplinary practice. Amsterdam: Oud consultancy; 2007. page. 175-176.