Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher.
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| Title: | Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher. |
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| Authors: | Hale, Stephanie1 svanderp@bcm.edu, Petrescu, Matei2, Carbajal, Melissa1, Sur, Moushumi1, Burns, Audrea1, Thammasitboon, Satid1 |
| Source: | Medical Teacher. Aug2025, Vol. 47 Issue 8, p1385-1393. 9p. |
| Subject Terms: | *Medical school faculty, *Education theory, *Teaching methods, *Professional employee training, *Clinical competence, *Research methodology, *Research, *Ability, *Clinical education, *Continuing education, *Individual development, *Training, Teams in the workplace, Research funding, Interviewing, Judgment sampling, Reflection (Philosophy), Labor mobility, Professions, Thematic analysis, Conceptual structures, Self-consciousness (Awareness), Psychosocial factors |
| Abstract: | Purpose: There is a wealth of literature describing the characteristics and proficiencies of clinical teachers, but no description exists of the obstacles that clinical teachers face when aspiring to become a Master Clinical Teacher (MCT). Using Threshold Concepts (TC) theory as an analytical framework can help investigate those potential challenges. Methods: This is a mixed-methods research integrating an exploratory survey and semi-structured interviews. The authors used a systematic approach to develop the survey and administered it to physicians in a large pediatrics department, using the results to inform the interview process. In the interview phase, the authors used purposive sampling of trainees, early-career clinical teachers, and departmentally recognized MCTs. The authors conducted reflexive thematic analysis on the qualitative data using TC as a framework, deriving areas of Troublesome Knowledge (TK) and subsequently conceptualizing TCs. Results: The survey phase yielded 143 responses with 303 narrative comments. The interview phase comprised three focus groups and eleven individual interviews with MCTs. Four themes were identified that conceptualize as TCs with associated areas of TK, including: Embracing continual personal and professional evolution; Cultivating shared vulnerability for authentic engagement and learning; Empowering learners for self-discovery and transformation; and Navigating the complexities of clinical teaching. Conclusions: The identified TCs and associated TKs provide insights into clinical teachers' experience in becoming MCTs. These findings can inform faculty development efforts and the individual career development of clinical teachers and also underscore the dynamic and multi-faceted nature of clinical teaching and the ongoing evolution required to excel in it. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Purpose: There is a wealth of literature describing the characteristics and proficiencies of clinical teachers, but no description exists of the obstacles that clinical teachers face when aspiring to become a Master Clinical Teacher (MCT). Using Threshold Concepts (TC) theory as an analytical framework can help investigate those potential challenges. Methods: This is a mixed-methods research integrating an exploratory survey and semi-structured interviews. The authors used a systematic approach to develop the survey and administered it to physicians in a large pediatrics department, using the results to inform the interview process. In the interview phase, the authors used purposive sampling of trainees, early-career clinical teachers, and departmentally recognized MCTs. The authors conducted reflexive thematic analysis on the qualitative data using TC as a framework, deriving areas of Troublesome Knowledge (TK) and subsequently conceptualizing TCs. Results: The survey phase yielded 143 responses with 303 narrative comments. The interview phase comprised three focus groups and eleven individual interviews with MCTs. Four themes were identified that conceptualize as TCs with associated areas of TK, including: Embracing continual personal and professional evolution; Cultivating shared vulnerability for authentic engagement and learning; Empowering learners for self-discovery and transformation; and Navigating the complexities of clinical teaching. Conclusions: The identified TCs and associated TKs provide insights into clinical teachers' experience in becoming MCTs. These findings can inform faculty development efforts and the individual career development of clinical teachers and also underscore the dynamic and multi-faceted nature of clinical teaching and the ongoing evolution required to excel in it. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2024.2436454 |
