Threshold concepts in dental education

Abstract

The paper presents a conceptual framework to inform dental education. Drawing from a vast body of research into student learning, the simple model presented here has an explanatory value in describing what is currently observed to happen and a predictive value in guiding future teaching practices. We introduce to dental education the application of threshold concepts that have a transformative role in offering a new vision of the curriculum that helps to move away from the medieval transmission model of higher education towards a dual processing model that better reflects the way in which professionals operate within the discipline. Threshold concepts give a role for the student voice in offering a novice perspective which is paradoxically something that is out of reach of the subject expert. Finally, the application of threshold concepts highlights some of the weaknesses in the competency-based training model of clinical teaching.

Student perceptions of a spiral curriculum

“…This furthermore affiliates well with Kinchin's view , in that ‘consolidation’ of learning perceived in Year 3 facilitates the ‘ah‐ha’ moment, which builds confidence and sureness, and the linking of cementation of knowledge with increased clinical exposure decreases the confusion with the spiral curriculum.…”

Identification of Threshold Concepts for Biochemistry

“…, 2010) and the health sciences (Clouder, 2005), including dentistry (Kinchin et al ., 2011), occupational therapy (Rodger and Turpin, 2011), and nursing (Stacey and Stickley, 2012). Work has begun on identifying TCs in chemistry (Park and Light, 2009).…”

The transition to self‐regulated learning for first‐year dental students: threshold concepts

“…Threshold concepts with these characteristics have been identified in a range of disciplines, for example ‘complex numbers’ in mathematics or ‘gravity’ in physics. In Dentistry, fewer threshold concepts have been identified to date; however, Kitchin et al illustrate how the recording of a complete denture jaw registration is an example of a threshold concept. Kitchin et al argue strongly that a wider application of the threshold concept model to Dental Education has the potential to transform the Dental curriculum.…”

“…In Dentistry, fewer threshold concepts have been identified to date; however, Kitchin et al illustrate how the recording of a complete denture jaw registration is an example of a threshold concept. Kitchin et al argue strongly that a wider application of the threshold concept model to Dental Education has the potential to transform the Dental curriculum. Whilst threshold concepts have been identified in different subject disciplines, it is less common in the literature to find examples of threshold concepts being applied to students’ learning strategies or approaches to learning .…”