4.5 Review

Threshold concepts in health professions education research: a scoping review

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Summary: Threshold Concepts, defined as central ways of knowing in a subject mastery, have been extensively applied in health professions education. However, critiques regarding the theory's lack of articulation and conceptualization of professional identity highlight the need for more critical examination. Educators and researchers must carefully consider the implications of using Threshold Concepts and their potential reinforcement of power dynamics and accessibility issues.

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Summary: The application of threshold-concept-based clinical teaching faced practical barriers, but was found to be a feasible strategy for educating students about acute liver failure. Students' understanding of threshold concepts varied, with TC1 and TC2 being viewed as transformative in all three surveys. The process of threshold-concept-based learning was satisfactory, enabling students to reflect on their knowledge deficiencies and identify areas for improvement in their mindset for future patient management.

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Summary: Educational researchers have identified threshold concepts in various disciplines but have not sufficiently addressed objections to the theory, which is plagued by definitional and empirical problems. Even if threshold concepts could be identified, their scientific significance would be limited.

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Learning to become a primary care professional: insights from threshold concept theory

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Transformative learning opportunities during interprofessional healthcare practice experiences in higher education: Viewed through the lens of a threshold concepts framework

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Inclusionary othering: A key threshold concept for healthcare education

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Clinical Reasoning and Threshold Concepts

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