In this commentary, the authors respond to Ellaway & Patocka's "To define or not to define: A commentary on the Case for Metacognitive Reflection," which raised several thoughtful and discerning questions concerning the implications of defining, or alternatively, refraining from defining constructs. The authors advocate for navigating the liminal space between precision and flexibility, acknowledging the dynamic and permeable nature of conceptual boundaries while striving for clarity. Moreover, they emphasize that only after a boundary is described can the tensions, gaps, exceptions, and contradictions around that boundary be explored. Finally, the authors highlight the significance of contextual definitions, fostering shared understanding, and embracing abductive reasoning (when is becomes as) to promote dialogue and advance knowledge in health professions education.
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