From Jerseys to Scrubs: Is Sport Background Associated with Medical Students’ Tolerance of Ambiguity and Uncertainty?

Lodewyk, Kalee; Linkiewich, Delane; Lee, Ann; Бабенко, Оксана

doi:10.1016/j.hpe.2020.07.005

Cited by 5 publications

(11 citation statements)

References 13 publications

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“…A large proportion of the literature examined individual learner differences with some evidence that gender, age, background, discipline, and stage of training could impact on how learners interact with uncertainty (Hancock et al 2017 ; Bingyou 1991 ; Geller et al 1990 ; Landeen et al 2013 ; Nevalainen et al 2010 ; DeForge and Sobal 1989 ; Eley et al 2017 ; Young-Brice et al 2018 ; Lodewyk et al 2020 ; Jowsey et al 2020 ). However, the heterogeneity of study designs made it difficult to draw general conclusions.…”

Section: Resultsmentioning

confidence: 99%

“…Specific teaching approaches to support learning around uncertainty were mentioned within the studies. These included: helping learners to reach a sense of “good enough” (Kristiansson et al 2014 ); encouraging learners to keep questioning what they think they know (Ali et al 2017 ); directly acknowledging that ambiguity and uncertainty exist within health professions’ work (Wayne et al 2011 ; Weurlander et al 2019 ); helping learners to understand that success has different meanings; teaching thinking in ways that preserve uncertainty and fallibility (Ironside 2003 ); managing expectations around controlling uncertainty (Helmich et al 2018 ); leveraging learners’ experiences of uncertainty in non-academic settings such as sports participation (Lodewyk et al 2020 ), and providing extra support to ethnic minority students (Young-Brice et al 2018 ). Table 3 shows a summary of our major findings.…”

Section: Resultsmentioning

confidence: 99%

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The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty

Moffett

Hammond

Murphy

et al. 2021

Adv in Health Sci Educ

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Although the evidence base around uncertainty and education has expanded in recent years, a lack of clarity around conceptual terms and a heterogeneity of study designs means that this landscape remains indistinct. This scoping review explores how undergraduate health professions' students learn to engage with uncertainty related to their academic practice. To our knowledge, this is the first scoping review which examines teaching and learning related to uncertainty across multiple health professions. The scoping review is underpinned by the five-stage framework of (Arksey and O'Malley in Scoping studies: Towards a methodological framework International Journal of Social Research Methodology 8(1) 19-32, 2005). We searched MEDLINE, Embase, PsychINFO, ISI Web of Science, and CINAHL and hand-searched selected health professions’ education journals. The search strategy yielded a total of 5,017 articles, of which 97 were included in the final review. Four major themes were identified: “Learners’ interactions with uncertainty”; “Factors that influence learner experiences”; “Educational outcomes”; and, “Teaching and learning approaches”. Our findings highlight that uncertainty is a ubiquitous concern in health professions’ education, with students experiencing different forms of uncertainty at many stages of their training. These experiences are influenced by both individual and system-related factors. Formal teaching strategies that directly support learning around uncertainty were infrequent, and included arts-based teaching, and clinical case presentations. Students also met with uncertainty indirectly through problem-based learning, clinical teaching, humanities teaching, simulation, team-based learning, small group learning, tactical games, online discussion of anatomy topics, and virtual patients. Reflection and reflective practice are also mentioned as strategies within the literature.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty

Moffett

Hammond

Murphy

et al. 2021

Adv in Health Sci Educ

View full text Add to dashboard Cite

show abstract

“…(2018) [ 46 ] USA Quantitative 22 1 st ~ 4 th Moglia et al (2018) [ 47 ] Italy Quantitative 155 1 st ~ 6 th Goodcoff et al (2019) [ 48 ] USA Quantitative 50 1 st & 2 nd Bechini et al (2019) [ 49 ] Italy Quantitative 100 (pre-lecture survey) & 81 (post-lecture survey) 1 st , 2 nd , & 6 th Bunting, Saqueton & Batteson TJ. (2019) [ 50 ] USA Qualitative 11 1 st Andreoni et al (2019) [ 51 ] Brazil Quantitative 56 N/A Lodewyk et al (2020) [ 52 ] Canada Quantitative 61 3rd Rigby & Bennett D.D. (2020) [ 53 ] USA Quantitative 308 All years Rice et al (2020) [ 54 ] USA Mixed 30 (survey) & 5 (interview) N/A Valladares-Garrido et al (2020a) [ 55 ] Latin America Quantitative …”

Section: Resultsmentioning

confidence: 99%

Extracurricular activities in medical education: an integrative literature review

et al. 2023

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Background The importance of extracurricular activities (EAs) has been emphasized in medical education. These activities could enhance medical students’ emotional and physical health and afford them developmental opportunities. Despite the growing amount of research related to this theme, few studies review and synthesize the existing literature. This study aims to provide an understanding of the educational implications of EAs in medical colleges and constructs an integrated conceptual framework concerning their types and learning outcomes by literature review. Methods An integrative literature review was conducted following Torraco’s method, with the aim to generate a new framework for the given topic. The authors utilized Scopus and PubMed as databases, using search terms “extracurricular,” “medical,” and “students.” Initially, titles and abstracts were screened to include relevant studies, and the researchers verified the eligibility of the articles by following the inclusion and exclusion criteria. Of the 263 articles identified, 64 empirical studies were selected for further review. Results EAs in undergraduate medical education can be classified into direct extracurricular activities and indirect extracurricular activities, the latter of which is sorted into nine sub-categories. We identified seven main categories regarding the learning outcomes of EAs. In addition to general activities (e.g., pro-social activities, team sports), some distinctive activities such as research have been largely addressed in previous studies. The results of EAs were discussed in relation to academic growth, career development, and psychological experiences. Conclusions This review identified the types and learning outcomes of EAs in the context of medical education, thereby suggesting ways to improve the quality of EAs and maximize their educational effects.

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“…We used multivariate regression analysis to examine the relationships between students' perceptions of the support of their needs for autonomy, competence and relatedness in the learning environment and students' tolerance of ambiguity and uncertainty. In addition, existing evidence, although mixed, indicates that individual characteristics such as age and gender can influence people's ability to tolerate ambiguity and uncertainty 2–6,11,14 . As such, in the regression analysis we controlled for students' age and gender.…”

Section: Methodsmentioning

confidence: 99%

“…In addition, existing evidence, although mixed, indicates that individual characteristics such as age and gender can influence people's ability to tolerate ambiguity and uncertainty. [2][3][4][5][6]11,14 As such, in the regression analysis we controlled for students' age and gender. An alpha level of 0.05 was used in significance testing.…”

Section: Analysesmentioning

confidence: 99%

Ambiguity and uncertainty tolerance and psychological needs of medical students: A cross‐sectional survey

Бабенко

Lee

2022

The Clinical Teacher

Self Cite

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Background: Although the ubiquitous presence of ambiguity and uncertainty in medical practice is widely acknowledged, a greater understanding of contextual factors for educators to consider in helping students learn to respond to ambiguity and uncertainty adaptively is needed. Drawing on self-determination theory, the purpose of this study was to explore the unique roles of basic psychological needs-autonomy, competence and relatedness-in medical students' tolerance of ambiguity and uncertainty.Methods: This was a cross-sectional survey study of third-year medical students (n = 70) at a large Canadian university. In regression analysis, the three basic psychological needs were entered as predictors of medical students' tolerance of ambiguity and uncertainty while controlling for students' age and gender.Results: Of the three needs, the need for competence was determined to be statistically significant in relation to students' tolerance of ambiguity and uncertainty (β = 0.326; p = 0.038). The needs for autonomy and relatedness were determined to be not statistically significant (β = À0.170; p = 0.274 and β = 0.154; p = 0.218, respectively). Discussion: We observed that medical students, who experienced satisfaction of the need for competence in the learning environment, reported greater tolerance of ambiguity and uncertainty. Potential implications for medical education are discussed, based on self-determination theory.

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From Jerseys to Scrubs: Is Sport Background Associated with Medical Students’ Tolerance of Ambiguity and Uncertainty?

Cited by 5 publications

References 13 publications

The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty

The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty

Extracurricular activities in medical education: an integrative literature review

Ambiguity and uncertainty tolerance and psychological needs of medical students: A cross‐sectional survey

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