ArticleFrontiers in medicine2025
Unlocking expertise: the application of threshold concepts in scenario simulations in undergraduate clinical teaching.
Article in Frontiers in medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Evaluating Student Engagement and Effectiveness of the Scenario-Case Discussion Learning Model in Medical Microbiology Education.Advances in medical education and practice · 2026Article
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Authors and funding
8 authors.
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Abstract
Background: Threshold concepts, as a transformative learning approach, are crucial for mastering new knowledge and skills. They help students change their understanding of subjects and promote the development of professional competencies. This study aims to identify and understand the key threshold concepts in undergraduate clinical medical education and to explore their effectiveness in scenario-based simulation teaching. Methods: Using a comparative experimental design, students were divided into two groups: one receiving threshold concept training and the other receiving traditional reinforcement training. The study combined scenario-based simulation, semi-structured interviews, and open-text surveys to assess student performance before and after training. Results: Students who received threshold concept training performed significantly better in tests than those in the traditional methods group. In Case 1, the threshold concept group scored 251(203, 259), significantly higher than the traditional methods group's 201(181, 249) ( Conclusion: This study identified key threshold concepts in undergraduate clinical education and validated their effectiveness in scenario-based simulation teaching. Threshold concepts not only guide the development of disease diagnosis and treatment skills but also provide new directions for teaching design and learning activities, facilitating the transition of medical students into competent doctors.
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