Skip to main content
SpringerLink
Log in

Becoming a Different Doctor

Identifying Threshold Concepts When Doctors in Training Spend Six Months with a Hospital Palliative Care Team

  • Chapter
Threshold Concepts in Practice

Part of the book series: Educational Futures ((EDUFUT))

Abstract

This work arose from some early conversations around a related PhD thesis and a sharing of some concurrent interest in Meyer and Land’s theoretical framework of threshold concepts (Meyer & Land, 2006; Meyer & Land, 2005). We talked widely about clinical communication skills, the processes of change in learning, and the clinical setting of palliative care where Anne worked. In many ways this was the perfect storm of serendipity, a clearly transformative learning setting and a desire to explore Threshold Concepts in a practice context.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Bate, E., & Taylor, D. (2013). Twelve tips on how to survive PBL as a medical student. Medical Teacher, 35(2), 95–100.

    Article  Google Scholar 

  • Corcoran, A. M., True, G., Charles, N., & Margo, K. L. (2013). Geriatric palliative care: Do medical students’ narrative reflections after a hospice clinical experience link to geriatric competencies? Gerontology & Geriatrics Education, 34(4), 329–341. doi:10.1080/02701960.2013.815180

    Article  Google Scholar 

  • Coulehan, J. (2005). Viewpoint: Today’s professionalism: Engaging the mind but not the heart. Academic Medicine, 80(10), 892–898.

    Article  Google Scholar 

  • Cousin, G. (2009). Researching learning in higher education: An introduction to contemporary methods and approaches. New York, NY: Routledge.

    Google Scholar 

  • Evgeniou, E., & Loizou, P. (2012). The theoretical base of e-learning and its role in surgical education. Journal of surgical education, 69(5), 665–669.

    Article  Google Scholar 

  • Jacoby, L. H., Beehler, C. J., & Balint, J. A. (2011). The impact of a clinical rotation in hospice: Medical students’ perspectives. Journal of Palliative Medicine, 14(1), 59–64. doi:10.1089/jpm.2010.0281

    Article  Google Scholar 

  • Kneebone, R. (2009). Perspective: Simulation and transformational change: The paradox of expertise. Academic Medicine, 84(7), 954–957.

    Article  Google Scholar 

  • Littlewood, K. E. (2011). High fidelity simulation as a research tool. Best Practice & Research Clinical Anaesthesiology, 25(4), 473–487.

    Article  Google Scholar 

  • Meyer, J. H. F., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines. Scotland: University of Edinburgh UK.

    Google Scholar 

  • Meyer, J. H. F., & Land, R. (2006). Threshold concepts and troublesome knowledge: An introduction. In J. Meyer & R. Land (Eds.), Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge. London: Routledge.

    Google Scholar 

  • Meyer, J. H. F., & Land, R. (2005). Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49(3), 373–388.

    Article  Google Scholar 

  • Perkins, D. (2006). Constructivism and troublesome knowledge. In J. H. F. Meyer & R. Land (Eds.), Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge (pp. 33–47). London & New York, NY: Routledge.

    Google Scholar 

  • Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (2013). Qualitative research practice: A guide for social science students and researchers. London: Sage.

    Google Scholar 

  • Rowbottom, D. P. (2007). Demystifying threshold concepts. Journal of Philosophy of Education, 41(2), 263–270. doi:10.1111/j.1467-9752.2007.00554.x

    Article  Google Scholar 

  • Shapiro, J. (2011). Perspective: Does medical education promote professional alexithymia? A call for attending to the emotions of patients and self in medical training. Academic Medicine, 86(3), 326–332.

    Article  Google Scholar 

  • van den Eertwegh, V., van Dulmen, S., van Dalen, J., Scherpbier, A. J., & van der Vleuten, C. P. (2012). Learning in context: Identifying gaps in research on the transfer of medical communication skills to the clinical workplace. Patient Education and Counseling.

    Google Scholar 

  • Yedidia, M. J. (2007). Transforming doctor-patient relationships to promote patient-centered care: Lessons from palliative care. Journal of Pain and Symptom Management, 33(1), 40–57. doi:http://dx.doi.org/10.1016/j.jpainsymman.2006.06.007

    Google Scholar 

  • Zambrano, S. C., Chur-Hansen, A., & Crawford, B. (2012). On the emotional connection of medical specialists dealing with death and dying: A qualitative study of oncologists, surgeons, intensive care specialists and palliative medicine specialists. BMJ Supportive & Palliative Care, 2(3), 270–275. doi:10.1136/bmjspcare-2012-000208

    Article  Google Scholar 

  • Zambrano, S. C., Chur-Hansen, A., & Crawford, G. B. (2013). The experiences, coping mechanisms and impact of death and dying on palliative medicine specialists. Palliative & Supportive Care, FirstView, 1–8. doi:10.1017/S1478951513000138

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Clinical Skills Centre, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand

    Andy Wearn (Director)

  2. Palliative Care Service, Auckland City Hospital, Auckland, New Zealand

    Anne O’Callaghan (Clinical Director)

  3. Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand

    Mark Barrow (Associate Dean (Academic)

Authors
  1. Andy Wearn
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Anne O’Callaghan
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Mark Barrow
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Durham University, UK

    Ray Land

  2. The University of Queensland, Australia

    Jan H. F. Meyer

  3. University College London, UK

    Michael T. Flanagan

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Wearn, A., O’Callaghan, A., Barrow, M. (2016). Becoming a Different Doctor. In: Land, R., Meyer, J.H.F., Flanagan, M.T. (eds) Threshold Concepts in Practice. Educational Futures. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-512-8_17

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-512-8_17

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-512-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation