Threshold Concepts as a Framework for Understanding the Internal Work of Learners’ Professional Identity Formation

IF 3.8 4区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

American Journal of Pharmaceutical Education Pub Date : 2025-02-11 DOI:10.1016/j.ajpe.2025.101369

Natalie Kennie-Kaulbach , Kristin K. Janke

{"title":"Threshold Concepts as a Framework for Understanding the Internal Work of Learners’ Professional Identity Formation","authors":"Natalie Kennie-Kaulbach , Kristin K. Janke","doi":"10.1016/j.ajpe.2025.101369","DOIUrl":null,"url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to provide pharmacy educators with an understanding of threshold concepts as a framework that can help understand and support the internal work involved in professional identity formation (PIF).</div></div><div><h3>Findings</h3><div>Threshold concepts are transformative and troublesome concepts critical to the transition from trainee to practitioner. In particular, threshold concepts shed light on the individual, recursive, and transformational processes learners undertake while they grapple with important professional practices as they explore what it means to be a pharmacist. While there has been limited discussion in pharmacy education, health professions education literature has described threshold concepts related to ways of practicing and PIF.</div></div><div><h3>Summary</h3><div>Pharmacy educators can use the framework of threshold concepts to better understand the learner’s developmental process (ie, their internal work, pathway, and trajectory) in coming to “think, act, and feel” like a pharmacist. Future work can further explore and define essential threshold concepts for pharmacy.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 3","pages":"Article 101369"},"PeriodicalIF":3.8000,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Pharmaceutical Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0002945925000142","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}

引用次数: 0

Abstract

Objective

This study aimed to provide pharmacy educators with an understanding of threshold concepts as a framework that can help understand and support the internal work involved in professional identity formation (PIF).

Findings

Threshold concepts are transformative and troublesome concepts critical to the transition from trainee to practitioner. In particular, threshold concepts shed light on the individual, recursive, and transformational processes learners undertake while they grapple with important professional practices as they explore what it means to be a pharmacist. While there has been limited discussion in pharmacy education, health professions education literature has described threshold concepts related to ways of practicing and PIF.

Summary

Pharmacy educators can use the framework of threshold concepts to better understand the learner’s developmental process (ie, their internal work, pathway, and trajectory) in coming to “think, act, and feel” like a pharmacist. Future work can further explore and define essential threshold concepts for pharmacy.

查看原文本刊更多论文

门槛概念作为理解职业认同形成内部工作的框架。

目的：本文的目的是为药学教育工作者提供一个对阈值概念的理解，作为一个框架，可以帮助理解和支持专业认同形成（PIF）的内部工作。研究结果：阈值概念是具有变革性和麻烦的概念，对从实习生到从业者的转变至关重要。特别是，阈值概念揭示了学习者在探索成为一名药剂师的意义时，在与重要的专业实践作斗争时所承担的个人、递归和转换过程。虽然在药学教育方面的讨论有限，但卫生专业教育文献描述了与实践方式和PIF相关的阈值概念。摘要：药学教育工作者可以使用阈值概念的框架来更好地理解学习者的发展过程（即他们的内部工作、途径和轨迹），以“思考、行动和感觉”像一名药剂师。未来的工作可以进一步探索和界定药学的基本阈值概念。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

American Journal of Pharmaceutical Education 医学-学科教育

CiteScore

4.30

自引率

15.20%

发文量

114

期刊介绍： The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors. After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.