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ERIC Number: EJ1130460
Record Type: Journal
Publication Date: 2017
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1356-2517
Putting Threshold Concepts to Work in Health Sciences: Insights for Curriculum Design from a Qualitative Research Synthesis
Barradell, Sarah; Peseta, Tai
Teaching in Higher Education, v22 n3 p349-372 2017
The idea of threshold concepts (TC) has been well received across the higher education community. However the concept's framework is still evolving and the literature uses the framework in different ways. Just over a decade since the idea first captured interest, it is opportune to explore the nature of that discourse, and the kinds of enquiry undertaken to date. This article reports on a qualitative synthesis that analyses published research on TC in health sciences. It provides a fresh perspective on the literature to identify key themes. "Inducting students into complex practices"; "beyond concepts" and "developing students' agency," are the three themes to arise from our findings. These themes offer insights on the ways TC have been used to develop scholarly curriculum, teaching and learning practices. They not only reflect the concerns of the community, but represent a set of empirically based principles for curriculum and course design.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A