Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Journals
  3. Irish Journal of Psychological Medicine
  4. Volume 29
Journal Home
Refine listing

Refine listing

Access:
Publication date:

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×
< Back to all issues

Volume 29 - 2012

Contents

Page 3 of 3

Opinion

  • Threshold Concepts and Teaching Psychiatry: Key to the Kingdom or Emperor's New Clothes?

  • Seamus Mac Suibhne
  • Published online by Cambridge University Press:
    13 June 2014, pp. 132-134

  • Psychiatry, more than most medical specialties, must engage with undergraduate medical education to prevent the further marginalisation of mental health within medicine. There is an urgency to the need for psychiatrists and educationalists to communicate, and for psychiatrists to be aware of developments in educational theory. The idea of ‘threshold concepts’ is currently widely discussed by educationalists. Threshold concepts are described as areas of knowledge without which the learner cannot progress, and which, when grasped, lead to a transformation in the learner's perspective and understanding. Threshold concepts have been criticised on conceptual grounds, and there is a lack of clarity as to how to identify them empirically. While they may represent a fruitful approach to the task of engaging medical students in psychiatry teaching, it is suggested that further development of the idea is required before it could be usefully applied. However empirical studies in other disciplines suggest that there may be associated benefits to the teaching of the discipline from trying to identify threshold knowledge.

Book review

Appreciation

  • Professor Hugh Lionel Freeman (1930-2011)

  • Brian O' Shea
  • Published online by Cambridge University Press:
    13 June 2014, p. 63
    • Article
      • You have access
    • PDF
    • Export citation

Obituary

  • Thomas Stephen Szasz (1920-2012)

  • Brian O'Shea
  • Published online by Cambridge University Press:
    13 June 2014, p. 201
    • Article
      • You have access
    • PDF
    • Export citation

Book Review

Erratum

  • Erratum

  • Published online by Cambridge University Press:
    13 June 2014, p. 202
    • Article
      • You have access
    • PDF
    • Export citation

Book Review

Letter to the Editor

  • Interaction of duloxetine with warfarin; a cautionary report

  • Mugtaba Osman, Elaine Greene
  • Published online by Cambridge University Press:
    13 June 2014, p. 64
    • Article
      • You have access
    • PDF
    • Export citation

Other

Book Review

Letters to the Editor

  • Exploring Health in Census 2011

  • Frank Houghton, Sharon Houghton
  • Published online by Cambridge University Press:
    13 June 2014, p. 139
    • Article
      • You have access
    • PDF
    • Export citation

  • The Dissociative Experiences Scale: A Welsh Translation

  • Christopher Alan Lewis, Martin J. Dorahy, Julie Brake, Mary Jane Lewis
  • Published online by Cambridge University Press:
    13 June 2014, pp. 140-141
    • Article
      • You have access
    • PDF
    • Export citation

Other

Page 3 of 3