Medical student and junior doctors’ tolerance of ambiguity: development of a new scale

Hancock, Jason; Roberts, Martin; Monrouxe, Lynn V.; Mattick, Karen

doi:10.1007/s10459-014-9510-z

Cited by 71 publications

(144 citation statements)

References 17 publications

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“…These views expressed in the focus groups concord with the higher levels of self-efficacy reported by the fifth year students. This aligns with research that suggests students' tolerance for uncertainty in medical education increases throughout their course of study (Hancock, Roberts, Monrouxe, & Mattick, 2015;Nevalainen, Mantyranta, & Pitkala, 2010). These students' greater exposure to less structured learning environments appears to have prepared them to adjust to the unknowns undertaking pre-work without direct guidance of teaching staff.…”

Section: Discussionsupporting

confidence: 75%

Drivers of openness to online and flipped learning in medical education

Kenwright¹,

Osborne²,

Dai³

et al. 2016

MedEdPublish

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One online teaching approach that has gained popularity in health science education is the 'flipped classroom' where students undertake content learning prior to face-to-face class time, often via watching pre-recorded videos. This frees up contact time for activities which stimulate higher-order thinking. While previous studies have generally reported neutral to positive student feedback and effects on academic attainment, the quality of pre-class resources and time required for pre-class work have been identified as potential problems with the approach. A further issue identified in the literature is students' openness to adopting new forms of learning.This paper examines students' responses to the flipped classroom in two undergraduate medical education courses, in which students were assigned pre-work comprising a mix of short video lectures and brief online activities. Following the unanticipated finding that students in the fourth and fifth year courses formed very different views of a similar flipped learning intervention, this study explored:• How do students use online pre-class resources in a flipped classroom?• What factors influence students' openness to using online resources in a flipped classroom?This study used a course evaluation survey followed by focus group interviews to understand students' use of and attitudes towards the flipped classroom.Many students in groups reversed or wanted to reverse the intended 'flipped' order of classes to use the online material as revision aids rather than as pre-class work. Students in both groups identified that time pressure influenced the way they used the pre-class material. The fifth year cohort held a largely positive attitude towards the flipped classroom whereas the fourth year group held a largely negative view. Differences students' willingness to tolerate uncertainty, connections with clinical learning and metacognitive view of 'learning' itself appear to account

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Section: Discussionsupporting

confidence: 75%

Drivers of openness to online and flipped learning in medical education

Kenwright¹,

Osborne²,

Dai³

et al. 2016

MedEdPublish

View full text Add to dashboard Cite

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“…We adopt the definition of ambiguity used by Hancock 4 who defines ambiguity as: "vagueness and uncertainty of meaning" 10 . This definition positions ambiguity as the stimulus; and defines uncertainty as the response to an ambiguous situation 11 .…”

Section: Defining Tolerance Of Ambiguitymentioning

confidence: 99%

“…Following a review of the literature, 5 published scales for evaluating AT and related constructs in the medical context were evaluated for adaptation for use with veterinary undergraduates: Budner's original scale 13 , Physicians reactions to uncertainty 2,36 , M-STAT 37 , TAMSAD 4 and Gellers scale 28 . The TAMSAD scale was the only one to meet all of the selection criteria and was chosen for further development.…”

Section: Scale Adaptation and Reviewmentioning

confidence: 99%

“…Items are scored on a 5 point Likert scale (where 1 = strongly disagree and 5 = strongly agree). The scale was initially developed to study ambiguity tolerance in medical students and practicing physicians at the University of Exeter and took the form of a 41 item instrument which was subsequently revised based on published validity data 4 . The scale includes both positively and negatively worded items.…”

Section: Scale Adaptation and Reviewmentioning

confidence: 99%

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Development of a New Scale to Measure Ambiguity Tolerance in Veterinary Students

Hammond¹,

Hancock²,

Martin³

et al. 2017

Journal of Veterinary Medical Education

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(max 250 words)The ability to cope with ambiguity and feelings of uncertainty is an essential element of professional practice. Research with physicians has identified that intolerance of ambiguity or uncertainty is linked to stress 1,2 and some authors have hypothesised that there could be an association between intolerance of ambiguity and burnout (e.g. Cooke et al 2013 3 ). We describe the adaptation of the TAMSAD (Tolerance of Ambiguity in Medical Students and Doctors) scale 4 for use with veterinary students. Exploratory factor analysis supports a unidimensional structure for the Ambiguity tolerance construct. Although internal reliability of the 29 item TAMSAD scale is reasonable (α = 0.50), an alternative 27 item scale (drawn from the original 41 items used to develop TAMSAD) shows higher internal reliability for veterinary students (α = 0.67). We conclude that there is good evidence to support the validity of this latter TAVS (Tolerance of Ambiguity in Veterinary students) scale to study ambiguity tolerance in veterinary students.

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“…Toto went further, looking at both cognitive (perspective-taking) and affective components of empathy and looking at the relationship to stable personality characteristics. Hancock et al (2014) also takes on a longstanding issue in health profession education-tolerance of ambiguity. It is frequently argued that health professionals, particularly in primary care, must have a high tolerance for uncertainty and ambiguity.…”

mentioning

confidence: 99%

Thinking about the un-thinking

Norman

2015

Adv in Health Sci Educ

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This issue could almost lay claim to being a special issue about all those things that aren't supposed to matter in learning but do. Although emotions and interpersonal skills have been recognized as an essential component of competence for any health professional, they are rarely integrated into an overall perspective on the what and how of learning. At admissions, we speak of assessing ''non-cognitive'' (un-thinking?) skills. We hold separate courses in communication skills, frequently taught by professionals like social workers and clinical psychologists, whose professional qualifications are unassailable, but who reinforce the notion that this is a separate domain, detached from the mainstream. We speak of the ''hidden curriculum'', which all too often reinforces a paternalistic and aloof role for the professional.Our research endeavours reinforce this dissociation. Cronbach (1957) first noted two solitudes within psychology, where one group-the correlationists-studying clinical, developmental, intelligence, focused their research on individual differences and the other, the experimentalists, eschewed any hint of individual attributes, having only recently graduated from dogs, mice and pigeons to undergraduate psychology students. In health sciences education, there is an analogous dichotomy. People like me do psychometrics on tests, and while we may look for indices of individual differences, they lie exclusively in the ''cognitive'' domain. The new movement in ''Science of Learning, Science of Instruction,'' championed by cognitive and educational psychologists like Bjork, Roediger, Dunlosky, who have moved from cognitive psychology into mainstream education and health professions education, speak of human learning as if we're all pretty well wired the same, with more or less the same working memory and long-term memory, and certainly nothing of relevance outside the prefrontal cortex. It's as if we think about learning of emotions, or learning or emotions, but never learning and emotions.

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Medical student and junior doctors’ tolerance of ambiguity: development of a new scale

Cited by 71 publications

References 17 publications

Drivers of openness to online and flipped learning in medical education

Drivers of openness to online and flipped learning in medical education

Development of a New Scale to Measure Ambiguity Tolerance in Veterinary Students

Thinking about the un-thinking

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