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Integrating threshold concepts with reflective practice: Discussing a theory-based approach for curriculum refinement
1Division of Learning and Teaching, and School of Dentistry and Health Sciences, Charles Sturt University, Orange, NSW, Australia.
Summary
Integrating reflective practice with threshold concepts (TCs) aids students in achieving threshold learning outcomes (TLOs). This approach bridges theory and practice, enhancing learning in health professions education.
Area of Science:
- Educational Research
- Curriculum Development
- Health Professions Education
Background:
- Threshold Concepts (TCs) are crucial in educational reform and curriculum development.
- This study reviews the literature on TCs and differentiates them from Threshold Learning Outcomes (TLOs).
- It explores integrating reflective practice with TCs to facilitate TLO achievement.
Purpose of the Study:
- To promote discussion on using reflective practice to translate TCs into TLOs.
- To provide a worked example of this integration, highlighting challenges and learning gains.
- To scaffold reflective processes in health professions education using TCs.
Main Methods:
- Literature review of Threshold Concepts (TCs) and Threshold Learning Outcomes (TLOs).
- Development of an integrated reflective practice approach.
- Case study illustrating the application of TCs in removable prosthodontics.
Main Results:
- Identified TCs can scaffold reflective processes and bridge theory and practice.
- Integrating reflective practice tasks with TCs makes them explicit and aids TLO attainment.
- The approach offers flexibility in teaching and assessing difficult concepts.
Conclusions:
- Reflective practice is a pedagogical tool for acquiring TCs and achieving TLOs.
- An integrated approach can bridge the theory-practice gap for students.
- This strategy facilitates curriculum refinement and assessment of complex areas.
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