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dc.contributor.authorNeve, Hilary
dc.contributor.authorHothersall, EJ
dc.contributor.authorRodrigues, V
dc.date.accessioned2019-09-07T12:46:41Z
dc.date.available2019-09-07T12:46:41Z
dc.date.issued2020-06
dc.identifier.issn1743-4971
dc.identifier.issn1743-498X
dc.identifier.othertct.13087
dc.identifier.urihttp://hdl.handle.net/10026.1/14886
dc.description.abstract

<jats:title>Summary</jats:title><jats:sec><jats:title>Background</jats:title><jats:p>Doctors are increasingly expected to improve the health and well‐being of populations, as well as to care for individuals. However, despite extensive efforts to integrate population health into undergraduate programmes, engaging students in such learning is notoriously challenging. Threshold concepts are transformative, integrative, irreversible and fundamental to understanding a discipline. Grasping such concepts requires learners to cross a liminal space, which often involves struggle.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>We employed a form of transactional curriculum enquiry, involving qualitative and quantitative methods, with experienced population health medical educators to identify and explore threshold and troublesome concepts in population health.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>Attributing causality, inequalities in health and doctors’ responsibility for populations not just individuals were the concepts most participants thought were threshold. The value of qualitative research, health as politically and socially determined and not taking evidence at face value were the concepts ranked as most troublesome for learners. Participants found the notions of threshold and troublesome concepts helpful and empowering. They described ways these new ideas would influence how they taught population health.</jats:p></jats:sec><jats:sec><jats:title>Discussion</jats:title><jats:p>Transactional curriculum enquiry can offer insights into which population health concepts may be threshold and troublesome. The number of such concepts identified in this study may help explain why students often struggle to engage in population health learning. Understanding which concepts are threshold and particularly which are troublesome can help teachers to better support learners and can also inform curriculum design.</jats:p><jats:p><jats:disp-quote content-type="pull-quote"><jats:p>If our students are to … take responsibility for populations as well as individuals … it is vital that they cross these fundamental thresholds in learning</jats:p></jats:disp-quote></jats:p></jats:sec>

dc.format.extent292-297
dc.format.mediumPrint-Electronic
dc.languageen
dc.language.isoen
dc.publisherWiley
dc.subjectCurriculum
dc.subjectHumans
dc.subjectLearning
dc.subjectPopulation Health
dc.subjectQualitative Research
dc.subjectStudents
dc.titleExploring threshold concepts in population health
dc.typejournal-article
dc.typeJournal Article
plymouth.author-urlhttps://www.ncbi.nlm.nih.gov/pubmed/31486284
plymouth.issue3
plymouth.volume17
plymouth.publication-statusPublished
plymouth.journalThe Clinical Teacher
dc.identifier.doi10.1111/tct.13087
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Health
plymouth.organisational-group/Plymouth/Users by role
dc.publisher.placeEngland
dcterms.dateAccepted2019-07-09
dc.rights.embargodate2020-9-3
dc.identifier.eissn1743-498X
dc.rights.embargoperiodNot known
rioxxterms.versionAccepted Manuscript
rioxxterms.versionofrecord10.1111/tct.13087
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.typeJournal Article/Review


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