旅途而非终点：阈限与终身学习。
The journey not the destination: Liminality and lifelong learning.
机构信息
Warwick Medical School, University of Warwick, Coventry, UK.
出版信息
Med Educ. 2023 Feb;57(2):115-117. doi: 10.1111/medu.14956. Epub 2022 Oct 27.
Abstract
If we are to treat adaptive expertise as a threshold concept, the authors argue we must consider it a journey rather than a destination, requiring learners to respond to novel situations in innovative ways.
摘要
如果我们将适应专长视为一个阈限概念，作者认为我们必须将其视为一个旅程，而不是一个目的地，这要求学习者以创新的方式应对新情况。
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本文引用的文献
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Exploring the development of adaptive expertise through the lens of threshold concepts.从阈值概念的视角探索适应性专长的发展。
Med Educ. 2023 Feb;57(2):142-150. doi: 10.1111/medu.14887. Epub 2022 Aug 9.
2
Threshold concepts in medical education: A scoping review.医学教育中的阈限概念：范围综述。
Med Educ. 2022 Oct;56(10):983-993. doi: 10.1111/medu.14864. Epub 2022 Jul 24.
3
A scoping review of adaptive expertise in education.教育领域中的适应专长的范围综述。
Med Teach. 2021 Mar;43(3):347-355. doi: 10.1080/0142159X.2020.1851020. Epub 2020 Nov 28.
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The certainty of uncertainty: can we teach a constructive response?
Med Educ. 2017 Dec;51(12):1200-1202. doi: 10.1111/medu.13466.
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How student models of expertise and innovation impact the development of adaptive expertise in medicine.学生的专业知识和创新模式如何影响医学中适应性专业技能的发展。
Med Educ. 2009 Feb;43(2):127-32. doi: 10.1111/j.1365-2923.2008.03254.x.
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Coping with complexity: educating for capability.应对复杂性：培养能力。
BMJ. 2001 Oct 6;323(7316):799-803. doi: 10.1136/bmj.323.7316.799.
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