Royeen Charlotte Brasic, Jensen Gail M, Chapman Tracy A, Ciccone Tony
Dean of the Margaret and Edward Doisy College of Health Sciences, Saint Louis University, 3437 Caroline Street, St. Louis, MO 63104, USA. Tel 314-997-8501 fax 314-997-1155.
J Allied Health. 2010 Fall;39 Suppl 1:251-52.
Advocated for over the last decade, only recently has interprofessional education and practice been front and center in conversations in allied health. The wide acceptance of interprofessional education and practice, however, comes with its own set of unique issues. In fact, many people may purport to be interprofessional when they are acting in a manner inconsistent with it. The challenge of learning about and truly understanding interprofessionality is exemplified when pondering what constitutes a threshold concept. A threshold concept is a relatively new term in educational theory and relates to content or conceptual knowledge that can open up new ways of thinking. Collectively, this article presents our thinking on interprofessionlity as a threshold concept for interprofessional education and practice.
在过去十年中一直受到倡导的跨专业教育与实践，直到最近才在联合健康领域的讨论中处于前沿和核心位置。然而，跨专业教育与实践的广泛接受也伴随着一系列独特的问题。事实上，许多人在行事方式与跨专业不一致时，可能声称自己是跨专业的。当思考什么构成一个阈值概念时，学习并真正理解跨专业性的挑战就体现出来了。阈值概念是教育理论中的一个相对较新的术语，与能够开启新思维方式的内容或概念性知识相关。本文将共同呈现我们对于跨专业性作为跨专业教育与实践的阈值概念的思考。
