Abstract：
Uncertainty is a feature of healthcare practice. In recognition of this, multiple health profession governing bodies identify uncertainty tolerance as a healthcare graduate attribute and evaluate uncertainty tolerance within new graduate cohorts. While it is clear that uncertainty tolerance development for healthcare learners is valued, gaps remain for practically addressing this within healthcare curricula. Guiding frameworks for practical approaches supporting uncertainty tolerance development in healthcare learners remains sparse, particularly outside of medicine and in certain geographical locations. As uncertainty tolerance is increasingly recognised as being, at least in part, state-based (e.g. contextually changeable)- a broader understanding of teaching practices supporting uncertainty tolerance development in diverse health professions is warranted. This study explored educators\' teaching practices for purposefully stimulating learners\' uncertainty tolerance. Semi-structured interviews investigated how academics at a single institution, from diverse fields and health professions, stimulate uncertainty across multiple learning contexts. Framework analysis identified three themes for stimulating uncertainty: Purposeful questioning, Forecasting uncertainty, and Placing learners in unfamiliar environments, with characterisation of these themes (and related subthemes) also described. Many of the identified themes align with aspects of existing learning theories suggesting that curricular frameworks supporting learner uncertainty tolerance development may be informed by theories beyond the boundaries of health professions education research.
摘要：
不确定性是医疗保健实践的一个特征。认识到这一点，多个健康专业管理机构将不确定性容忍度确定为医疗保健毕业生属性，并评估新毕业生队列中的不确定性容忍度。虽然很明显，医疗保健学习者的不确定性容忍度发展是有价值的，在医疗保健课程中实际解决这一问题仍然存在差距。支持医疗保健学习者不确定性容忍度发展的实用方法的指导框架仍然很少，特别是在医学之外和某些地理位置。随着不确定性容忍度越来越被认为是，至少在某种程度上,基于状态（例如上下文可变）-对支持不同卫生专业中不确定性耐受性发展的教学实践有更广泛的理解是必要的。这项研究探索了教育者的教学实践，以有目的地激发学习者的不确定性容忍度。半结构化访谈调查了单一机构的学者，来自不同领域和卫生专业，在多个学习环境中激发不确定性。框架分析确定了激发不确定性的三个主题：目的性提问，预测不确定性，将学习者置于陌生的环境中，还描述了这些主题（以及相关的子主题）的特征。许多已确定的主题与现有学习理论的各个方面保持一致，这表明支持学习者不确定性容忍度发展的课程框架可能会受到超出卫生专业教育研究范围的理论的启发。
