FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W3136155758> ?p ?o ?g. }

• W3136155758 endingPage "312" @default.
• W3136155758 startingPage "301" @default.
• W3136155758 abstract "Threshold Concepts are increasingly used and researched within health professions education. First proposed by Meyer and Land in 2003, they can be defined as ways of knowing central to the mastery of a subject. They are framed as profoundly transformative, impacting the identity of those who encounter them through irreversible shifts in an individual's outlook. Although Threshold Concepts have been identified in a multitude of educational settings across the continuum of health professions education, there has been little critique of Threshold Concepts as a theory of health professions education. Within adjacent fields critical discourse is also underdeveloped, perhaps given the educational resonance of the theory, or the way in which the theory encourages subject specialists to discuss their area of interest in depth. This commentary critically examines how Threshold Concepts have been used and researched within health professions education, applying critiques from other educational fields, to assist scholars in thinking critically regarding their application.Three significant critiques are outlined: 1) 'The floating signifier problem'; 2) 'The body of knowledge problem'; and 3) 'The professional identity problem.' Critique 1, the floating signifier problem, outlines how Threshold Concept theory lacks articulation and has been inconsistently operationalized. Critique 2, the body of knowledge problem, outlines the issues associated with attempting to identify a singular body of knowledge, particularly in regard to the reinforcement of entrenched power dynamics. Critique 3, the professional identity problem, argues that the way in which Threshold Concepts conceptualize identity formation is problematic, inadequately grounded in wider academic debate, and at odds with increasingly constructionist conceptualizations of identity within health professions education.These critiques have implications for both educators and researchers. Educators using Threshold Concepts theory must think carefully about the tacit messages their use communicates, consider how the use of Threshold Concepts could reinforce entrenched power dynamics, and reflect on how their use may make material less accessible to some learners. Further, given that Threshold Concept theory lacks articulation, using the theory to structure curricula or educational sessions is problematic. Threshold Concepts are not synonymous with course learning outcomes and so, While considering Threshold Concepts may enable pedagogical discussion, the theory cannot help educators decide which concepts it applies to; this requires careful planning which extends beyond the bounds of this theory. For researchers, there are issues too with power and inconsistent theoretical operationalization, but also with the way in which Threshold Concepts theory conceptualizes identity formation, which cast doubt on its use as a theory of identity development. On balance, we believe Threshold Concept theory suffers a number of fundamental flaws that necessitate a shift from the positioning of Threshold Concepts as a theory, toward the use of Threshold Concepts as a less prescriptive reflective prompt to stimulate pedagogical discussion." @default.
• W3136155758 created "2021-03-29" @default.
• W3136155758 creator A5022722543 @default.
• W3136155758 creator A5024130598 @default.
• W3136155758 creator A5046480901 @default.
• W3136155758 date "2021-03-26" @default.
• W3136155758 modified "2023-10-16" @default.
• W3136155758 title "Do We Need to Close the Door on Threshold Concepts?" @default.
• W3136155758 cites W114069047 @default.
• W3136155758 cites W1921544757 @default.
• W3136155758 cites W1965762367 @default.
• W3136155758 cites W1972531279 @default.
• W3136155758 cites W1983542288 @default.
• W3136155758 cites W1984959479 @default.
• W3136155758 cites W1990914883 @default.
• W3136155758 cites W1997378480 @default.
• W3136155758 cites W2010008784 @default.
• W3136155758 cites W2014066927 @default.
• W3136155758 cites W2025133745 @default.
• W3136155758 cites W2029752393 @default.
• W3136155758 cites W2030750329 @default.
• W3136155758 cites W2046608283 @default.
• W3136155758 cites W2071629249 @default.
• W3136155758 cites W2075036667 @default.
• W3136155758 cites W2079522240 @default.
• W3136155758 cites W2087354977 @default.
• W3136155758 cites W2093689682 @default.
• W3136155758 cites W2127773115 @default.
• W3136155758 cites W2130342085 @default.
• W3136155758 cites W2135851823 @default.
• W3136155758 cites W2150453984 @default.
• W3136155758 cites W2189280608 @default.
• W3136155758 cites W2199757113 @default.
• W3136155758 cites W2211041297 @default.
• W3136155758 cites W2288542351 @default.
• W3136155758 cites W2298999458 @default.
• W3136155758 cites W2318183723 @default.
• W3136155758 cites W2323713183 @default.
• W3136155758 cites W2328834698 @default.
• W3136155758 cites W2472879165 @default.
• W3136155758 cites W2481329922 @default.
• W3136155758 cites W2508732741 @default.
• W3136155758 cites W2516668619 @default.
• W3136155758 cites W2545777557 @default.
• W3136155758 cites W2588943811 @default.
• W3136155758 cites W2601711326 @default.
• W3136155758 cites W2626598329 @default.
• W3136155758 cites W2765333945 @default.
• W3136155758 cites W2774848313 @default.
• W3136155758 cites W2794260994 @default.
• W3136155758 cites W2799937579 @default.
• W3136155758 cites W2802923909 @default.
• W3136155758 cites W2810771664 @default.
• W3136155758 cites W2885481815 @default.
• W3136155758 cites W2885603619 @default.
• W3136155758 cites W2886267391 @default.
• W3136155758 cites W2886530401 @default.
• W3136155758 cites W2886836778 @default.
• W3136155758 cites W2887958564 @default.
• W3136155758 cites W2897783629 @default.
• W3136155758 cites W2899688430 @default.
• W3136155758 cites W2912802129 @default.
• W3136155758 cites W2931365040 @default.
• W3136155758 cites W2946353272 @default.
• W3136155758 cites W2955147588 @default.
• W3136155758 cites W2961425509 @default.
• W3136155758 cites W2971326632 @default.
• W3136155758 cites W2971467739 @default.
• W3136155758 cites W2976537572 @default.
• W3136155758 cites W2980188015 @default.
• W3136155758 cites W2991353641 @default.
• W3136155758 cites W2993748085 @default.
• W3136155758 cites W2994546447 @default.
• W3136155758 cites W3018530335 @default.
• W3136155758 cites W3035365736 @default.
• W3136155758 cites W3046036107 @default.
• W3136155758 cites W3047507343 @default.
• W3136155758 cites W3137857495 @default.
• W3136155758 doi "https://doi.org/10.1080/10401334.2021.1897598" @default.
• W3136155758 hasPubMedId "https://pubmed.ncbi.nlm.nih.gov/33771053" @default.
• W3136155758 hasPublicationYear "2021" @default.
• W3136155758 type Work @default.
• W3136155758 sameAs 3136155758 @default.
• W3136155758 citedByCount "8" @default.
• W3136155758 countsByYear W31361557582021 @default.
• W3136155758 countsByYear W31361557582022 @default.
• W3136155758 countsByYear W31361557582023 @default.
• W3136155758 crossrefType "journal-article" @default.
• W3136155758 hasAuthorship W3136155758A5022722543 @default.
• W3136155758 hasAuthorship W3136155758A5024130598 @default.
• W3136155758 hasAuthorship W3136155758A5046480901 @default.
• W3136155758 hasBestOaLocation W31361557581 @default.
• W3136155758 hasConcept C107038049 @default.
• W3136155758 hasConcept C111472728 @default.
• W3136155758 hasConcept C113706210 @default.
• W3136155758 hasConcept C120912362 @default.
• W3136155758 hasConcept C121332964 @default.
• W3136155758 hasConcept C138885662 @default.

• next