References
- Barradell S, Peseta T. 2017. Putting threshold concepts to work in health sciences: insights for curriculum design from a qualitative research synthesis. Teach High Educ. 22(3):349–372.
- Cousin G. 2006. An introduction to threshold concepts. Planet. 17(1):4–5.
- Lieff S, Baker L, Mori B, Egan-Lee E, Chin K, Reeves S. 2012. Who am I? Key influences on the formation of academic identity within a faculty development program. Med Teach. 34(3):208–215.
- Meyer JHF, Land R. 2005. Threshold concepts and troublesome knowledge (2): epistemological considerations and a conceptual framework for teaching and learning. High Educ. 49(3):373–388.
- Meyer JHF, Land R. 2003. Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practicing within the disciplines. In: Rust C, editor. Improving student learning: improving student learning theory and practice - ten years on. Oxford: Oxford Centre for Staff and Learning Development.
- Middendorf J, Pace D. 2004. Decoding the disciplines: a model for helping students learn disciplinary ways of thinking. New Dir Teach Learn. 2004(98):1–12.
- Neve H, Lloyd H, Collett T. 2017. Understanding students' experiences of professionalism learning: a 'threshold' approach. Teach High Educ. 22(1):92–108.
- Neve H, Wearn A, Collett T. 2016. What are threshold concepts and how can they inform medical education? Med Teach. 38(8):850–853.
- Riessman CK. 2008. Narrative methods for the human sciences. California (CA): Sage Publications
- Sandelowski M. 2010. What’s in a name? Qualitative description revisited. Res Nurs Health. 33(1):77–84.
- Sheri K, Too JYJ, Chuah SEL, Toh YP, Mason S, Krishna LKR. 2019. A scoping review of mentor training programs in medicine between 1990 and 2017. Med Educ Online. 24(1):1555435.
- Shulman LS. 2004. The wisdom of practice. San Francisco (CA): Jossey-Boss.
- Steinert Y, Boudreau D, Boillat M, Slapcoff B, Dawson D, Briggs A, MacDonald ME. 2010. The Osler fellowship: an apprenticeship for medical educators. Acad Med. 85:1242–1249.
- Steinert Y, Mann K, Anderson B, Barnett BM, Centeno A, Naismith L, Prideaux D, Spencer J, Tullo E, Viggiano T, et al. 2016. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: a 10-year update: BEME Guide No. 40. Med Teach. 38(8):769–786.
- Steinert Y, O’Sullivan PS, Irby DM. 2019. Strengthening teachers’ professional identities through faculty development. Acad Med. 94(7):963–968.
- Stenfors-Hayes T, Kalén S, Hult H, Dahlgren LO, Hindbeck H, Ponzer S. 2010. Being a mentor for undergraduate medical students enhances personal and professional development. Med Teach. 32(2):148–153.
- Sternszus R, Boudreau D, Steinert Y, Cruess R, Cruess S, Macdonald ME. 2020. Clinical teachers’ perceptions of their role in professional identity formation. Acad Med. 95(10):1594–1599.
- Timmermans JA, Meyer JHF. 2019. A framework for working with university teachers to create and embed 'Integrated Threshold Concept Knowledge' (ITCK) in their practice. Int J Acad Dev. 24(4):354–368.
- Van Lankveld T, Thampy H, Cantillon P, Horsburgh J, Kluijtmans M. 2020. Supporting a teacher identity in health professions education: AMEE Guide No. 132. Med Teach. 43(1):124–136.
- Varpio L, Paradis E, Uijtdehaage S, Young M. 2020. The distinctions between theory, theoretical framework, and conceptual framework. Acad Med. 95(7):989–994.