Fostering Uncertainty Tolerance in Anatomy Education: Lessons Learned from How Humanities, Arts and Social Science (HASS) Educators Develop Learners' Uncertainty Tolerance

Autor/inn/en	Lazarus, Michelle D.; Gouda-Vossos, Amany; Ziebell, Angela; Brand, Gabrielle
Titel	Fostering Uncertainty Tolerance in Anatomy Education: Lessons Learned from How Humanities, Arts and Social Science (HASS) Educators Develop Learners' Uncertainty Tolerance
Quelle	In: Anatomical Sciences Education, 16 (2023) 1, S.128-147 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lazarus, Michelle D.) ORCID (Gouda-Vossos, Amany) ORCID (Ziebell, Angela) ORCID (Brand, Gabrielle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2174
Schlagwörter	Ambiguity (Context); Anatomy; Science Education; Student Attitudes; Emotional Response; Stimuli; Medical Students; Teaching Methods; Science Instruction; Humanities; Art Education; Social Sciences + Suchen Sie Ihr Suchwort? Anatomie; Naturwissenschaftliche Bildung; Schülerverhalten; Emotionales Verhalten; Anreizsystem; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Geisteswissenschaften; Humanwissenschaften; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften
Abstract	Uncertainty tolerance, individuals' perceptions/responses to uncertain stimuli, is increasingly recognized as critical to effective healthcare practice. While the COVID-19 pandemic generated collective uncertainty, healthcare-related uncertainty is omnipresent. Correspondingly, there is increasing focus on uncertainty tolerance as a health professional graduate "competency," and a concomitant interest in identifying pedagogy fostering learners' uncertainty tolerance. Despite these calls, practical guidelines for educators are lacking. There is some initial evidence that anatomy education can foster medical students' uncertainty tolerance (e.g., anatomical variation and dissection novelty), however, there remains a knowledge gap regarding robust curriculum-wide uncertainty tolerance teaching strategies. Drawing upon humanities, arts and social sciences (HASS) educators' established uncertainty tolerance pedagogies, this study sought to learn from HASS academics' experiences with, and teaching practices related to, uncertainty pedagogy using a qualitative, exploratory study design. Framework analysis was undertaken using an abductive approach, wherein researchers oscillate between inductive and deductive coding (comparing to the uncertainty tolerance conceptual model). During this analysis, the authors analyzed [approximately]386 min of data from purposively sampled HASS academics' (n = 14) discussions to address the following research questions: (1) What teaching practices do HASS academics' perceive as impacting learners' uncertainty tolerance, and (2) How do HASS academics execute these teaching practices? The results extend current understanding of the moderating effects of education on uncertainty tolerance and supports prior findings that the anatomy learning environment is ripe for supporting learner uncertainty tolerance development. This study adds to growing literature on the powerful moderating effect education has on uncertainty tolerance and proposes translation of HASS uncertainty tolerance teaching practices to enhance anatomy education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01