Threshold Concepts in Neuroscience: Identification Challenges, Educational Opportunities and Recommendations for Practice

Threshold concepts are recent, yet already established, aspects of medical education. However, they represent a new area in neuroscience education, especially given the recency of neuroscience as a field of research in its own right when compared to more established STEM disciplines. In this article, we reviewed the existing literature on threshold concepts in clinical/translational neuroscience education and argued the relevance and the importance of biomarker as a new threshold concept. Moreover, we included a set of recommendations for practice that has the potential to improve the students' experience by offering them an authentic journey and, ultimately, to build a community of practice with shared goals and an enhanced diversity, with beneficial effects at several societal levels.

Automated summary

Threshold concepts are established in medical education but are a new area in neuroscience education. This article reviews existing literature on threshold concepts in clinical/translational neuroscience education, emphasizing the importance of biomarkers as a new threshold concept, and provides recommendations to improve student experience and build a community of practice with shared goals and enhanced diversity for societal benefits.