Threshold Concepts in Preclinical Medical Education: Students' Perceptions.
Curriculum
Medical education
Medical physiology
Preclinical education
Threshold concepts
Journal
Medical science educator
ISSN: 2156-8650
Titre abrégé: Med Sci Educ
Pays: United States
ID NLM: 101625548
Informations de publication
Date de publication:
Apr 2021
Apr 2021
Historique:
accepted:
01
03
2021
entrez:
30
8
2021
pubmed:
31
8
2021
medline:
31
8
2021
Statut:
epublish
Résumé
Threshold concepts are those ideas that learners often find difficult, but must understand in order to master a discipline. Nearly all research into threshold concepts has been from the perspective of teachers. We argue that the students' perspectives can also be helpful. In this commentary, we explore this issue and inform the debate by drawing on insights from a pilot study in which medical students articulated their own views on what constituted threshold concepts from recent learning experiences in physiology. Combining insights, from teachers and students, into candidate threshold concepts could be used to improve the medical curriculum.
Identifiants
pubmed: 34457933
doi: 10.1007/s40670-021-01258-2
pii: 1258
pmc: PMC8368493
doi:
Types de publication
Editorial
Langues
eng
Pagination
917-921Informations de copyright
© International Association of Medical Science Educators 2021.
Déclaration de conflit d'intérêts
Conflict of InterestThe authors declare that they have no conflict of interest.
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