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Threshold Concepts in Medical Education.

Virginia Randall1, Robert Brooks1, Agnes Montgomery1

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Summary
This summary is machine-generated.

This study identified seven threshold concepts (TC) in medical students, crucial for developing professional identity. These transformative and troublesome concepts, like "medicine isn't black and white," are essential for transitioning from layperson to physician.

Keywords:
Medical student educationThreshold Conceptsreflective practice

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Area of Science:

  • Medical Education
  • Cognitive Science
  • Professional Identity Formation

Background:

  • The theory of Threshold Concepts (TC) posits that certain ideas are essential for students to grasp, enabling them to think like professionals.
  • While TC research is established in higher education, its application in medical education is more recent.
  • This study explores TC within the context of medical student learning and professional development.

Purpose of the Study:

  • To identify and analyze Threshold Concepts (TC) within medical student reflective practice essays.
  • To understand the nature of these concepts as transformative and troublesome for students.
  • To compare identified TC with those previously found in medical education literature.

Main Methods:

  • Qualitative analysis using grounded theory and constant comparison.
  • Thematic analysis of 135 de-identified reflective practice essays from pediatric clerkship students.
  • Identification of themes meeting the criteria for a threshold concept.

Main Results:

  • Seven themes were identified as threshold concepts (TC) in medical student essays.
  • These concepts were characterized as transformative, causing an ontological shift in understanding, and troublesome, inducing angst.
  • Two TC aligned with previously identified concepts in UK medical education literature, while four were similar and two were distinct.

Conclusions:

  • Threshold Concepts (TC) appear inherent to the formation of personal and professional identity in medical students.
  • These concepts facilitate the transition from a layperson's perspective to that of a physician.
  • The findings suggest the universality of certain TC in medical training, irrespective of the educational setting.