Healthcare professionals (HCPs) are increasingly undertaking health professional education (HPE) research and scholarship. This discussion paper highlights key transition points experienced by HCPs newly engaging in HPE research and scholarship, using conceptual thresholds as a theoretical lens. The identified thresholds are: (1) recognising limits, (2) navigating discourses and (3) negotiating identities, and our paper evidences the epistemic, discursive and existential repositioning underpinning these thresholds. Supporting HCPs to successfully navigate the rich and vibrant world of HPE research and scholarship requires a multi-faceted strategy involving individual upskilling, co-construction of resources and strategies, and enhancing the invitational quality of HPE research activities, environments and communities.
- Health Professional Education (HPE)
- Health Professional Education Research
- Conceptual thresholds
- Faculty development