Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher
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.
Authors
- Moushumi Sur
- Melissa M. Carbajal (ORCID: https://orcid.org/0000-0002-0493-0032)
- Matei Petrescu
- Audrea M. Burns (ORCID: https://orcid.org/0000-0001-9354-7520)
- Satid Thammasitboon (ORCID: https://orcid.org/0000-0001-6896-092X)
- Stephanie Hale (ORCID: https://orcid.org/0009-0002-7804-054X)
Institutions
- Baylor College of Medicine (US)
- Texas Children's Hospital (US)
Publication Details
- Journal
- Medical Teacher
- Published
- 2024-12-10
- DOI
- https://doi.org/10.1080/0142159x.2024.2436454
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 0.00