Clin Teach. 2022 Aug 23:e13523. doi: 10.1111/tct.13523. Online ahead of print.
ABSTRACT
BACKGROUND: Although the ubiquitous presence of ambiguity and uncertainty in medical practice is widely acknowledged, a greater understanding of contextual factors for educators to consider in helping students learn to respond to ambiguity and uncertainty adaptively is needed. Drawing on self-determination theory, the purpose of this study was to explore the unique roles of basic psychological needs-autonomy, competence and relatedness-in medical students’ tolerance of ambiguity and uncertainty.
METHODS: This was a cross-sectional survey study of third-year medical students (n = 70) at a large Canadian university. In regression analysis, the three basic psychological needs were entered as predictors of medical students’ tolerance of ambiguity and uncertainty while controlling for students’ age and gender.
RESULTS: Of the three needs, the need for competence was determined to be statistically significant in relation to students’ tolerance of ambiguity and uncertainty (β = 0.326; p = 0.038). The needs for autonomy and relatedness were determined to be not statistically significant (β = -0.170; p = 0.274 and β = 0.154; p = 0.218, respectively).
DISCUSSION: We observed that medical students, who experienced satisfaction of the need for competence in the learning environment, reported greater tolerance of ambiguity and uncertainty. Potential implications for medical education are discussed, based on self-determination theory.
PMID:36000148 | DOI:10.1111/tct.13523
