Threshold concepts, student learning and curriculum: making connections between theory and practice

Barradell, Sarah; Kennedy-Jones, Mary

doi:10.1080/14703297.2013.866592

Cited by 21 publications

(21 citation statements)

References 19 publications

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“…Equally important is the ability of a student to continue learning in a complex and fast‐changing professional practice environment. This ability to respond to challenges and cope with uncertainty is a key graduate attribute in many courses and the capacity to think reflectively and transition into new threshold areas with this insight is another reason to engage with TCs discourse at a curriculum level using an integrated approach …”

Section: Threshold Concepts: What Are They?mentioning

confidence: 99%

“…Identifying a TC involves deconstructing a subject or discipline area, and in the process, reflecting on the best way to teach it and for students to learn it . When used to reform an occupational therapy curriculum, for example, Rodger et al reported multiple benefits for both students and staff, including the use of a meaningful shared language, coherent integration of concepts within the curricula, and a more consistent staff approach to teaching and facilitating the development of students’ professional identities.…”

Section: Threshold Concepts: What Are They?mentioning

confidence: 99%

“…One of the key arguments for introducing TCs into health professional education, and dental education in particular, is the difficulty in closing the theory‐practice gap and occasioning a shift in the learners’ identity . By focusing more specifically on difficult to learn areas, where an integrated understanding of subject matter is crucial to moving forward, the liminal spaces between theory and practice can be made more overt, especially with reflective tasks that promote learner engagement with material and tasks, and assessment methods which promote integration of subject matter with competencies, thus making the links between experiential clinic learning and the didactic conceptual learning in lectures more explicit . This approach is not a linear process and reflective tasks are important for students to gain the ability to develop a metacognitive understanding of what it is they do and do not understand, to be able to articulate their concerns and to gradually realise at a certain point that they have actually crossed the threshold and developed an irreversible understanding of a concept .…”

Section: Threshold Concepts: What Are They?mentioning

confidence: 99%

“…It is intended that engagement in reflective dialogue will enhance opportunities for action to occur on the part of individual learners such that improvements in learning and modifications in practice can subsequently take place before the next meeting of the reflective group learning and/or PBL exercise. PBL is also acknowledged as a learning space which provides the opportunity for the student to learn about themselves as professionals . Although dentistry necessarily involves a high level of face‐to‐face clinical and didactic teaching, as well as structured group interactions, further online discussion forums can add reflective value to this intensive learning environment.…”

Section: Intersection Of Reflective Clinical Practice and Threshold Cmentioning

confidence: 99%

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Integrating threshold concepts with reflective practice: Discussing a theory‐based approach for curriculum refinement in dental education

Hyde

Wilson

2018

Eur J Dental Education

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We propose a way of thinking about curriculum change by integrating threshold concepts with the explicit use and assessment of reflective practice tasks as a means to achieve threshold learning outcomes and professional attributes identified by accrediting bodies. We provide an overview of the literature in this area and an example of our approach in linking reflective practice with newly identified threshold concepts in our School. We welcome further discussion, debate and collaboration in this area.

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Section: Threshold Concepts: What Are They?mentioning

confidence: 99%

Section: Threshold Concepts: What Are They?mentioning

confidence: 99%

Section: Threshold Concepts: What Are They?mentioning

confidence: 99%

Section: Intersection Of Reflective Clinical Practice and Threshold Cmentioning

confidence: 99%

See 2 more Smart Citations

Integrating threshold concepts with reflective practice: Discussing a theory‐based approach for curriculum refinement in dental education

Hyde

Wilson

2018

Eur J Dental Education

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“…Nevertheless, the subject is receiving more and more research attention, and has also been applied to integrated models that aim to bring threshold concepts closer to teaching practice (e.g. Barradell & Kennedy-Jones, 2015).…”

Section: Threshold Concepts In Evolutionmentioning

confidence: 99%

Evolving germs – Antibiotic resistance and natural selection in education and public communication

Bohlin¹

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Bacterial resistance to antibiotics threatens modern healthcare on a global scale. Several actors in society, including the general public, must become more involved if this development is to be countered. The conveyance of relevant information provided through education and media reports is therefore of high concern. Antibiotic resistance evolves through the mechanisms of natural selection; in this way, a sound understanding of these mechanisms underlies explanations of causes and the development of effective risk-reduction measures. In addition to natural selection functioning as an explanatory framework to antibiotic resistance, bacterial resistance as a context seems to possess a number of qualities that make it suitable for teaching natural selection -a subject that has been proven notoriously hard to teach and learn. A recently suggested approach for learning natural selection involves so-called threshold concepts, which encompass abstract and integrative ideas. The threshold concepts associated with natural selection include, among others, the notions of randomness as well as vast spatial and temporal scales. Illustrating complex relationships between concepts on different levels of organization is one, of several, areas where visualizations are efficient. Given the often-imperceptible nature of threshold concepts as well as the fact that natural selection processes occur on different organizational levels, visual accounts of natural selection have many potential benefits for learning.Against this background, the present dissertation explores information conveyed to the public regarding antibiotic resistance and natural selection, as well as investigates how these topics are presented together, by scrutinizing media including news reports, websites, educational textbooks and online videos. The principal method employed in the media studies was content analysis, which was complemented with various other analytical procedures. Moreover, a classroom study was performed, in which novice pupils worked with a series of animations explaining the evolution of antibiotic resistance. Data from individual written assignments, group questions and video-recorded discussions were collected and analyzed to empirically explore the potential of antibiotic resistance as a context for learning about evolution through natural selection.Among the findings are that certain information, that is crucial for the public to know, about antibiotic resistance was conveyed to a low extent through wide-reaching news reporting. Moreover, explanations based on natural selection were rarely included in accounts of antibiotic resistance in any of the examined media. Thus, it is highly likely that a large proportion of the population is never exposed to explanations for resistance development ii during education or through newspapers. Furthermore, the few examples that were encountered in newspapers or textbooks were hardly ever visualized, but presented only in textual form. With regard to videos purporting to explain natural selec...

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How do we teach and learn with cases?

Montrosse-Moorhead

Ensminger

Roseveare

2021

New Drctns Evaluation

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In this article, we review the literature on learning and teaching with cases drawing from several applied professions (e.g., education, business, medicine). First, we summarize the learning philosophies and concepts that ground case‐centered teaching and learning. This section touches on views of professional practice, important and relevant theories and concepts, and the value of decomposition of professional practice. Then, we use the idea of decomposition of professional practice to illuminate for readers how the learning philosophies and concepts that ground case‐centered teaching might show up in evaluation classrooms. This discussion necessarily focuses on instructional design, types of cases, issues to consider in selecting cases, developing meaningful questions, and cultivating the type of learning environment case‐centered teaching and learning demands. Implications for evaluation educators and research on evaluation are noted.

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Threshold concepts, student learning and curriculum: making connections between theory and practice

Cited by 21 publications

References 19 publications

Integrating threshold concepts with reflective practice: Discussing a theory‐based approach for curriculum refinement in dental education

Integrating threshold concepts with reflective practice: Discussing a theory‐based approach for curriculum refinement in dental education

Evolving germs – Antibiotic resistance and natural selection in education and public communication

How do we teach and learn with cases?

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