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Mapping Educational uncertainty stimuli to support health professions educators' in developing learner uncertainty tolerance.
Lazarus, Michelle D; Gouda-Vossos, Amany; Ziebell, Angela; Parasnis, Jaai; Mujumdar, Swati; Brand, Gabrielle.
Afiliación
  • Lazarus MD; Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, Biomedicine Discovery Institute, Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia. michelle.lazarus@monash.edu.
  • Gouda-Vossos A; Monash Centre for Scholarship in Health Education, Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia. michelle.lazarus@monash.edu.
  • Ziebell A; Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, Biomedicine Discovery Institute, Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia.
  • Parasnis J; School of Life and Environmental Science, Deakin University, 221 Burwood Hwy, Burwood, Vic, 3125, Australia.
  • Mujumdar S; Department of Economics, Monash University, Wellington Rd, Clayton, VIC, 3180, Australia.
  • Brand G; School of Psychological Sciences, Monash University, Wellington Road, Clayton, Vic, 3180, Australia.
Adv Health Sci Educ Theory Pract ; 2024 Jun 13.
Article en En | MEDLINE | ID: mdl-38869782
ABSTRACT
Uncertainty is a feature of healthcare practice. In recognition of this, multiple health profession governing bodies identify uncertainty tolerance as a healthcare graduate attribute and evaluate uncertainty tolerance within new graduate cohorts. While it is clear that uncertainty tolerance development for healthcare learners is valued, gaps remain for practically addressing this within healthcare curricula. Guiding frameworks for practical approaches supporting uncertainty tolerance development in healthcare learners remains sparse, particularly outside of medicine and in certain geographical locations. As uncertainty tolerance is increasingly recognised as being, at least in part, state-based (e.g. contextually changeable)- a broader understanding of teaching practices supporting uncertainty tolerance development in diverse health professions is warranted. This study explored educators' teaching practices for purposefully stimulating learners' uncertainty tolerance. Semi-structured interviews investigated how academics at a single institution, from diverse fields and health professions, stimulate uncertainty across multiple learning contexts. Framework analysis identified three themes for stimulating uncertainty Purposeful questioning, Forecasting uncertainty, and Placing learners in unfamiliar environments, with characterisation of these themes (and related subthemes) also described. Many of the identified themes align with aspects of existing learning theories suggesting that curricular frameworks supporting learner uncertainty tolerance development may be informed by theories beyond the boundaries of health professions education research.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Adv Health Sci Educ Theory Pract Asunto de la revista: EDUCACAO / SAUDE PUBLICA Año: 2024 Tipo del documento: Article País de afiliación: Australia Pais de publicación: Países Bajos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Adv Health Sci Educ Theory Pract Asunto de la revista: EDUCACAO / SAUDE PUBLICA Año: 2024 Tipo del documento: Article País de afiliación: Australia Pais de publicación: Países Bajos