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Experimental Research Examining How People Can Cope with Uncertainty Through Soft Haptic Sensations

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Mapping Educational uncertainty stimuli to support health professions educators' in developing learner uncertainty

Michelle D Lazarus^1,2, Amany Gouda-Vossos³, Angela Ziebell⁴

¹Centre 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.

Advances in Health Sciences Education : Theory and Practice

|June 13, 2024

Summary

Healthcare educators can foster uncertainty tolerance in learners through purposeful questioning, forecasting uncertainty, and using unfamiliar environments. These teaching practices help develop essential graduate attributes for navigating healthcare complexities.

Keywords:

Curriculum Health professions education Pedagogy Qualitative methods Uncertainty tolerance

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Last Updated: Jun 24, 2025

Experimental Research Examining How People Can Cope with Uncertainty Through Soft Haptic Sensations

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Published on: September 16, 2015

Using the Threat Probability Task to Assess Anxiety and Fear During Uncertain and Certain Threat

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Published on: September 12, 2014

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Area of Science:

Health Professions Education
Curriculum Development
Pedagogical Strategies

Background:

Uncertainty tolerance is a recognized graduate attribute for healthcare professionals.
Existing curricula often lack practical frameworks for developing learner uncertainty tolerance, especially outside medicine.
Uncertainty tolerance is increasingly viewed as state-based and context-dependent.

Purpose of the Study:

To explore educators' teaching practices for purposefully stimulating uncertainty tolerance in healthcare learners.
To identify practical pedagogical approaches applicable across diverse health professions and learning contexts.

Main Methods:

Semi-structured interviews were conducted with academics from various health professions at a single institution.
Framework analysis was used to identify themes related to stimulating learner uncertainty.

Main Results:

Three key themes emerged for stimulating uncertainty: Purposeful questioning, Forecasting uncertainty, and Placing learners in unfamiliar environments.
These themes and their subthemes offer practical strategies for educators.
Identified themes align with established learning theories, suggesting broader applicability.

Conclusions:

Curricular frameworks for developing healthcare learner uncertainty tolerance can be informed by diverse pedagogical theories.
Educators can actively stimulate uncertainty tolerance through specific, actionable teaching strategies.
Further research is warranted to explore these practices in different geographical and professional contexts.