Using concept maps to identify troublesome knowledge and threshold concepts in pharmacology on an undergraduate medical course.

Background: Threshold concepts are transformative, often leading to a more integrated understanding and forming a gateway to new conceptual areas of disciplinary knowledge. They are frequently associated with knowledge that is troublesome in some way for students. It may be useful, therefore, to identify troublesome knowledge and threshold concepts in order to better organise teaching resources and support students. Concept mapping is a powerful and concise knowledge representation tool, and as such could be useful in identifying threshold concepts and the associated troublesome knowledge.

Summary of Work: 24 medical students undertaking a year 2 pharmacology course were asked (after suitable training) to draw concept maps concerning core pharmacological concepts at the beginning and end of the course. Qualitative topological analysis of the maps was undertaken to identify the presence of previously identified morphological classifications that have previously been linked to student learning.

Summary of results: Core concepts were identified via the frequency of their inclusion in student maps and potential threshold concepts revealed by areas of characteristic high interconnectivity. Potential troublesome knowledge was identified from map content that suggested student misunderstanding/loss of understanding.

Discussion and Conclusions: Topological and content analysis of student concept maps seemed to be able to identify disciplinary threshold concepts and troublesome knowledge. Changes in concept mapping post-course may reveal successful negotiation of troublesome knowledge and threshold concepts acquisition. My data provides preliminary evidence that concept mapping can be utilised to identify troublesome knowledge and threshold concepts associated with the teaching of pharmacology and may provide useful information for supporting students and in course design.