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      Threshold concepts in dental education : Threshold concepts in dental education

      , , ,
      European Journal of Dental Education
      Wiley

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          Abstract

          The paper presents a conceptual framework to inform dental education. Drawing from a vast body of research into student learning, the simple model presented here has an explanatory value in describing what is currently observed to happen and a predictive value in guiding future teaching practices. We introduce to dental education the application of threshold concepts that have a transformative role in offering a new vision of the curriculum that helps to move away from the medieval transmission model of higher education towards a dual processing model that better reflects the way in which professionals operate within the discipline. Threshold concepts give a role for the student voice in offering a novice perspective which is paradoxically something that is out of reach of the subject expert. Finally, the application of threshold concepts highlights some of the weaknesses in the competency-based training model of clinical teaching.

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          Most cited references45

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          Dual-processing accounts of reasoning, judgment, and social cognition.

          This article reviews a diverse set of proposals for dual processing in higher cognition within largely disconnected literatures in cognitive and social psychology. All these theories have in common the distinction between cognitive processes that are fast, automatic, and unconscious and those that are slow, deliberative, and conscious. A number of authors have recently suggested that there may be two architecturally (and evolutionarily) distinct cognitive systems underlying these dual-process accounts. However, it emerges that (a) there are multiple kinds of implicit processes described by different theorists and (b) not all of the proposed attributes of the two kinds of processing can be sensibly mapped on to two systems as currently conceived. It is suggested that while some dual-process theories are concerned with parallel competing processes involving explicit and implicit knowledge systems, others are concerned with the influence of preconscious processes that contextualize and shape deliberative reasoning and decision-making.
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            Learning With Concept and Knowledge Maps: A Meta-Analysis

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              The Acquisition and Retention of Knowledge: A Cognitive View

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                Author and article information

                Journal
                European Journal of Dental Education
                Wiley
                13965883
                November 2011
                November 2011
                January 31 2011
                : 15
                : 4
                : 210-215
                Article
                10.1111/j.1600-0579.2010.00660.x
                21985204
                c07d2d9f-daa4-4fdc-9805-74ce3a938e9a
                © 2011

                http://doi.wiley.com/10.1002/tdm_license_1.1

                History

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