The Relationship Between Tolerance of Ambiguity and Stereotyping: Implications for BSW Education

Equine-Assisted Experiential Learning in Occupational Therapy Education

“…Promoting this ability to accept uncertainty and learning how to reduce student anxiety and fear of failure has the potential to improve student performance in fieldwork experiences and future clinical practice. Further study could be useful to explore the benefits of this increased tolerance with ambiguity, to discern if this may result in improved critical thinking and related occupational therapy skills needed for competent service delivery, as initially supported by the literature (Aukes et al, 2008; DeRoma et al, 2003; Facione et al, 1994; Knecht-Sabres, 2013; Knightbridge, 2014). There is clearly value in the EAOT experiential learning activities for the clinical and professional development of students preparing for clinical practice.…”

“…This instrument included questions regarding their perceptions of this experiential learning and its impact on activity analysis, problem solving, and reflection (see the appendix). The questions were developed based on the review of the literature to discern potential benefits of animal-assisted and equine-assisted interactions (Bachi et al, 2012; Burgon, 2011; Fike et al, 2012; Marcus et al, 2012; Miller & Ingram, 2000), and the benefits of experiential learning related to communication and collaboration (Aukes et al, 2008; DeRoma et al, 2003; Facione et al, 1994; Knecht-Sabres, 2010, 2013). The course instructors participated in development of the survey instrument, by describing components of course learning objectives that could be addressed by the EAOT session.…”

“…Student tolerance for ambiguity has been studied in higher education as a precursor to dealing with the uncertainties of real-world situations and complexities, and as a means to improve instructional methods. Tolerance for ambiguity has also been associated with attributes such as creativity, open-mindedness, higher relationship skills in medical professions (DeRoma, Martin, & Kessler, 2003), and enhanced critical thinking skills (Facione, Facione, & Sanchez, 1994).…”

“…An inverse correlation was identified between tolerance for ambiguity and desire for course structure in scheduled readings and testing dates in undergraduate students. In addition, an inverse correlation between tolerance for ambiguity and desires for single correct answers on exams, specificity of grading criteria, and exams requiring applied knowledge and skills in graduate students was discovered (DeRoma et al, 2003). Medical students and general practitioners were found to have a below-average tolerance for ambiguity when compared with normative data, and the trait was stable over the course of medical school and clinical practice (Weissenstein, Ligges, Brouwer, Marschall, & Friederichs, 2014).…”

<p>The Evolution of Social Beliefs 1960–2016 in the United States and Its Influence on Empathy and Prosocial Expression in Medicine</p>

“…89 Positive endorsements from social media can reduce the persuasive power of counterattitudinal information from other sources. 90 Greater time in the social media bubble and lower ambiguity tolerance (a characteristic associated greater use of stereotypes, 91 a decline in attitudes toward underserved populations), 92 leads to a significantly higher overestimation of public support for the opinions expressed 93 and greater resistance to change from those views expressed within the bubble. Summarily, those medical students with expressed greater social media exposure likely will experience less receptiveness to educational efforts that present contrary information to their existing beliefs (eg, SDH messaging or interactions with diverse peoples).…”