Table 3 Identified theme (inductive analysis)
Locus of uncertainty: Alice | Locus of uncertainty: Dena | ||
|---|---|---|---|
Theme | Sub-theme | ||
Learning environment | Reducing uncertainty | • Providing more information around assessment and how marking will happen in the context of a difficult situation | • Having trained faculty, moderating process for assessments • Providing expert high quality content and resources; having a third party proofread instructions • Provide preparatory session about the nature of PBL and the need to develop this skill • Have teaching staff experience a PBL session themselves • Nurture trust in the environment |
Role of the educator | • Importance of educators as role models in challenging situations • Tolerant student/supervisor relationships | • Calibrating expectations between staff and students | |
Evidence-based teaching strategies | • More practice of difficult patient scenarios/awkward conversations • Simulation as an approach to prepare students and develop these skills • Debriefing and exploring the student’s uncertainty, i.e. where the challenge arose, why they chose their course of action? • Learning opportunities which integrate communication and teamwork | • Knowing the importance of buy-in – explain to students why PBL is used • Appealing to students’ values or personal drivers • Thinking about the group dynamics | |
Addressing the culture around uncertainty | • Normalising uncertainty for students | • Rewarding students for engaging with uncertainty • Signposting to students that managing uncertainty is part of maturing as a health professional |