The Ubiquity of Uncertainty: A Scoping Review on How Undergraduate Health Professions' Students Engage with Uncertainty

Autor/inn/en	Moffett, Jenny; Hammond, Jennifer; Murphy, Paul; Pawlikowska, Teresa
Titel	The Ubiquity of Uncertainty: A Scoping Review on How Undergraduate Health Professions' Students Engage with Uncertainty
Quelle	In: Advances in Health Sciences Education, 26 (2021) 3, S.913-958 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moffett, Jenny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-021-10028-z
Schlagwörter	Undergraduate Students; Medical Students; Medical Education; Student Attitudes; Ambiguity (Context); Learning Experience; Outcomes of Education; Case Method (Teaching Technique); Problem Based Learning; Reflection + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Schülerverhalten; Lernerfahrung; Lernleistung; Schulerfolg; Case method; Fallmethode; Problem-based learning; Problemorientiertes Lernen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01