Uncertainty in clinical practice: Should our focus turn to medical students instead?

Fostering uncertainty tolerance in anatomy education: Lessons learned from how humanities, arts and social science (HASS) educators develop learners' uncertainty tolerance

“…Data analysis identified key pedagogical stimuli which can be applied across healthcare classrooms, as many of these stimuli were generic (not explicitly tied to HASS content) in nature, and have been implemented in healthcare education previously. For example, integrating grey cases (e.g., complex discipline‐focused case problem solving) is shown to provide uncertainty tolerance practice opportunities in multiple disciplines including: clinical anatomy (Stephens et al, 2021 ), healthcare education (Khatri et al, 2021 ), business (Rippin et al, 2002 ), and mathematics (Voskoglou, 2011 )—suggesting transferability of this theme (grey cases) from HASS education to education more broadly. Efforts toward inclusion of identified uncertainty stimuli into disciplines such as anatomy may be particularly relevant to address the predominance of reported lower uncertainty tolerance of students starting medical school (Strout et al, 2018 ; Geller et al, 2021 ), and given that anatomy is often a cornerstone of healthcare curricula (Sugand et al, 2010 ).…”

“…is shown to provide uncertainty tolerance practice opportunities in multiple disciplines including: clinical anatomy (Stephens et al, 2021), healthcare education (Khatri et al, 2021), business (Rippin et al, 2002), and mathematics (Voskoglou, 2011)-suggesting transferability of this theme (grey cases) from HASS education to education more broadly. Efforts toward inclusion of identified uncertainty stimuli into disciplines such as anatomy may be particularly relevant to address the predominance of reported lower uncertainty tolerance of students starting medical school (Strout et al, 2018;Geller et al, 2021), and given that anatomy is often a cornerstone of healthcare curricula (Sugand et al, 2010).…”