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Related Concept Videos

Concepts and Prototypes01:24

Concepts and Prototypes

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The human nervous system handles vast amounts of information by translating sensory stimuli into neural impulses, which the brain processes, creating thoughts expressed through language or stored as memories. The brain also synthesizes information from emotions and memories, which significantly influence thoughts and behaviors. This intricate process creates a comprehensive mental picture.
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In psychology, concepts can be divided into two categories: natural and artificial. Natural concepts are formed through direct or indirect experiences. For example, consider the concept of snow. If you live in a place with regular snowfall, such as Essex Junction, Vermont, you know snow through direct experiences. You’ve seen it fall, touched it, shoveled it, and played in it. You recognize its texture, appearance, and even its smell. In contrast, if you live on an island like Saint...
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Threshold concepts in prosthetics.

Sophie Hill1

  • 1Oslo and Akershus University College of Applied Sciences, Oslo, Norway.

Prosthetics and Orthotics International
|November 27, 2016
PubMed
Summary

This study identified three key threshold concepts in learning prosthetics: "how we walk," "learning to talk," and "considering the person." These concepts are crucial for understanding how students develop into prosthetists.

Keywords:
Prostheticseducationinterpretative qualitative analysislearningpedagogyprosthetistqualitative methodsteachingthreshold conceptstroublesome knowledge

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Area of Science:

  • Prosthetics and Orthotics Education
  • Learning Sciences

Background:

  • Curriculum documents often highlight key concepts in prosthetics.
  • Threshold concepts offer a framework for understanding the core ways of thinking and practicing within the field.
  • This study investigates difficulties encountered by students and staff in learning prosthetics.

Purpose of the Study:

  • To identify and explore potential threshold concepts in the field of prosthetics.
  • To understand the transformative learning experiences in prosthetics education.

Main Methods:

  • A qualitative, interpretative phenomenological analysis approach was employed.
  • Data were collected through interviews and questionnaires.
  • Participants included 18 students and 8 staff from undergraduate prosthetics and orthotics programs at two universities.

Main Results:

  • Three potential threshold concepts emerged from the analysis: 'how we walk,' 'learning to talk,' and 'considering the person.'

Conclusions:

  • The identified threshold concepts suggest significant shifts in conceptual and ontological understanding for aspiring prosthetists.
  • These concepts necessitate the integration of procedural and disciplinary knowledge, shaping the individual's professional identity.
  • Viewing prosthetics education through the lens of threshold concepts provides valuable insights for curriculum development and understanding the learning trajectory of prosthetists.