The practice of thresholds: autonomy in clinical education explored through variation theory and the threshold concepts framework
The practice of thresholds: autonomy in clinical education explored through variation theory and the threshold concepts framework
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DOI：
10.1080/13562517.2019.1567486
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发表时间：
2020-04-02
影响因子：
2.6
通讯作者：
Silen, Charlotte
中科院分区：
文献类型：
--
作者：
Fredholm, Angelica;Henningsohn, Lars;Silen, Charlotte
本文展示了阈值概念讨论的实际维度。迄今为止，阈值概念大多被认为可以阐明主要与理论概念相关的学习过程。通过探索在临床学习中促进自主性和真实性体验的情况，研究结果表明，实践经验如何具有与理论阈值相同的改变思维和身份的力量，并作为转化性学习的触发因素，从而使关于“实践阈值”或实践阈值的讨论成为可能。本研究探讨了促进自主性和真实性的情况，并通过采用变异理论和阈值概念框架为这些情况提供了背景和实质。为了更多地了解激发自主性和真实性体验的情境，并为这种体验创造先决条件，本文通过变异理论和阈值概念框架分析学生如何识别和解释这些情境。
This paper demonstrates a practical dimension to the discussion about threshold concepts. Threshold concepts have thus far mostly been acknowledged to elucidate learning processes mainly connected to theoretical concepts. By exploring situations that prompted experiences of autonomy and authenticity in clinical learning, findings showed how a practical experience could have the same power to transform thinking and identity as theoretical thresholds and serve as a trigger for transformational learning, therefore making the discussion about 'practical thresholds' or thresholds in practice possible. The present study explores situations that prompted autonomy and authenticity, and offers context for and substance to these situations by adopting variation theory and the threshold concept framework. In order to learn more about situations that prompt experiences of autonomy and authenticity, and create prerequisites for such experiences, this paper examines how students discern and interpret these situations by analysing them through variation theory and the threshold concept framework.