The importance of threshold concepts within psychiatry: A student’s perspective

Miles, Emily; Chauhan, Lia; Kucheria, Anushree; Reddy, Aditi

doi:10.1080/0142159x.2020.1736275

Cited by 1 publication

(4 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thirty‐six papers published between 2012 and 2021 were included in the final analysis (see Figure 1 for PRISMA flow diagram). Most papers originated in the United Kingdom ( n = 15 21–35 ), North America ( n = 11 36–46 ) and Australasia ( n = 7 47–53 ). Some papers focused on particular medical specialities and subject areas, including surgery ( n = 5 21,23,41,47,54 ), medical physiology and biomedical science ( n = 4 42,43,51,55 ), geriatric medicine and dementia care ( n = 3 26,27,29 ), psychiatry ( n = 2 24,35 ), general practice ( n = 2 34,50 ), military medicine ( n = 2 36,37 ), anaesthetics, 46 internal medicine, 39 neurology, 40 paediatrics, 38 palliative care, 48 population health, 28 rheumatology 52 and transplant science 30 .…”

Section: Resultsmentioning

confidence: 99%

“…Thirty-six papers published between 2012 and 2021 were included in the final analysis (see Figure 1 for PRISMA flow diagram). Most papers originated in the United Kingdom (n = 15 [21][22][23][24][25][26][27][28][29][30][31][32][33][34][35] ), North America (n = 11 [36][37][38][39][40][41][42][43][44][45][46] ) and Australasia (n = 7 47-53 ). Some papers focused on particular medical specialities and subject areas, including surgery (n = 5 21,23,41,47,54 ), medical physiology and biomedical science (n = 4 42,43,51,55 ), geriatric medicine and dementia care (n = 3 26,27,29 ), psychiatry (n = 2 24,35 ), general practice (n = 2 34,50 ), military medicine (n = 2 36,37 ), anaesthetics, 46 internal medicine, 39 neurology,…”

Section: Summary Of Included Studiesmentioning

confidence: 99%

“…Most papers originated in the United Kingdom (n = 15 [21][22][23][24][25][26][27][28][29][30][31][32][33][34][35] ), North America (n = 11 [36][37][38][39][40][41][42][43][44][45][46] ) and Australasia (n = 7 47-53 ). Some papers focused on particular medical specialities and subject areas, including surgery (n = 5 21,23,41,47,54 ), medical physiology and biomedical science (n = 4 42,43,51,55 ), geriatric medicine and dementia care (n = 3 26,27,29 ), psychiatry (n = 2 24,35 ), general practice (n = 2 34,50 ), military medicine (n = 2 36,37 ), anaesthetics, 46 internal medicine, 39 neurology, 40 paediatrics, 38 palliative care,…”

Section: Summary Of Included Studiesmentioning

confidence: 99%

“…Other publications Commentary 4 [42][43][44][45] Conceptual analysis 3 32,33,46 Narrative review 1 53 Theoretical paper 1 57 Comment 1 34 Letter to the editor 1 35 3.4 | Ways of thinking (discipline conceptual change)…”

Section: Basic Conceptual Changementioning

confidence: 99%

See 3 more Smart Citations

Threshold concepts in medical education: A scoping review

Jones

Hammond

2022

Medical Education

View full text Add to dashboard Cite

Introduction The threshold concept framework (TCF) was first described nearly 20 years ago, but its application in the field of medical education has recently seen a significant growth of interest with a diverse range of literature published on the subject. The transformative nature of threshold concepts (TCs) offers potential for the design of learning experiences and curricula across the medical education continuum. A scoping review was conducted to map the extent of the current literature regarding TCs in medical education—to describe the types of available evidence and its focus—and identify research gaps. Methods The review followed the JBI Manual for Evidence Synthesis approach for scoping reviews. Four databases and two additional websites were searched for articles exploring TCs in medical education. Data were analysed using quantitative and qualitative thematic approaches. A framework of conceptual change was used to synthesise the TCs identified. Results Thirty‐six papers, spanning undergraduate, postgraduate and continuing medical education, were included in the final analysis. The most frequent application of the TCF was in the identification of TCs, which related to basic scientific knowledge, ways of thinking and ways of practising in medicine. Uncertainty, patient care, clinical reasoning and professional identify formation were themes that emerged at multiple stages of training. Several papers evaluated the use of the TCF in teaching. Conclusion The understanding and embodiment of TCs increases in complexity across the medical education continuum, with TCs recurring with changes in clinical environment and responsibilities. This lends support to a holistic approach to curriculum design spanning all stages of training. Further research is needed to develop a consistent approach for describing and applying the TCF in medical education and to address how the TCF can be used in teaching and how threshold crossing can be measured.

show abstract