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Neve H, Wearn A, Collett T. What are threshold concepts and how can they inform medical education?. Med Teach. 2015;38(8):850-3doi: 10.3109/0142159X.2015.1112889.
Neve, H., Wearn, A., & Collett, T. (2016). What are threshold concepts and how can they inform medical education?. Medical teacher, 38(8), 850-3. https://doi.org/10.3109/0142159X.2015.1112889
Neve, Hilary, et al. "What are threshold concepts and how can they inform medical education?." Medical teacher vol. 38,8 (2016): 850-3. doi: https://doi.org/10.3109/0142159X.2015.1112889
Neve H, Wearn A, Collett T. What are threshold concepts and how can they inform medical education?. Med Teach. 2016 Aug;38(8):850-3. doi: 10.3109/0142159X.2015.1112889. Epub 2015 Nov 26. PMID: 26609736.
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Med Teach. 2016 Aug;38(8):850-3. doi: 10.3109/0142159X.2015.1112889. Epub 2015 Nov 26.

What are threshold concepts and how can they inform medical education?.

Medical teacher

Hilary Neve, Andy Wearn, Tracey Collett

Affiliations

  1. a Plymouth University Peninsula Schools of Medicine and Dentistry , UK .
  2. b The University of Auckland , New Zealand.

PMID: 26609736 DOI: 10.3109/0142159X.2015.1112889

Abstract

The notion of "threshold concepts" is being widely applied and researched in many disciplines but is rarely discussed within medical education. This article is written by three medical educators who regularly draw on threshold concept theory in their work. They explore here the nature of threshold concepts and describe how the theory can offer medical educators new perspectives in terms of how they design curricula, approach teaching and support learners.

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