Threshold Concepts, Action Poetry and the Health Professions: An Interview with Ray Land
DOI:
https://doi.org/10.18552/ijpblhsc.v6i1.517Keywords:
health professions, threshold conceptsAbstract
Note: Hilary Neve and Linda Martindale, members of the editorial team for this special Issue of the International Journal of Practice-based Learning in Health and Social Care, undertook this interview with Ray Land in June 2018. The interview was transcribed verbatim and subsequently edited for publication. In this, Ray Land considers the impact of threshold concepts generally as well as key implications for the healthcare education and practice.
References
Barnett, R. (2004) ‘Learning for an unknown future’. Higher Education Research & Development, 23 (3), 247-260 https://doi.org/10.1080/0729436042000235382
Cousin, G. (2009) Researching Learning in Higher Education: An Introduction to Contemporary Methods and Approaches. London and New York: Routledge
Land, R. (2004) Educational Development: Discourse Identity and Practice. London and New York: McGraw-Hill
Land, R., and Bayne. S. (eds) (2005) Education in Cyberspace. London and New York: RoutledgeFalmer
Land, R., and Bayne. S. (eds) (2011) Digital Difference: Perspectives on Online Learning. Rotterdam, Boston and Taipei: Sense
Martindale, L., Land, R., Rattray, J., and Anderson, L. (2016) ‘Exploring sources of trouble in research learning for undergraduate nurses’. in Threshold Concepts in Practice. ed. by Land, R., Meyer, J.H.F., and Flanagan, M.T. Rotterdam: Sense, 239-252
Perkins, D. and Wilson, D. (1999), ‘Knowledge into action’. Knowledge Directions: The Journal of the Institute for Knowledge Management, 1, 65-77
Today (2018) BBC Radio 4 [21 May, 06:00]
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