Tolerance for Ambiguity: a practical tool kit for medical educators and healthcare spaces

Abstract: Ambiguity in medicine is everywhere, whether that be in nuances of test results, mysterious pathophysiologies, or in undiagnosed diseases. Despite the prevalence of ambiguity, there is still substantial discomfort with uncertainty among healthcare providers. Facing a lack of plausible solutions can lead to psychological distress for clinicians. While much has been written on the need to increase tolerance for ambiguity (TFA) in medical curricula and practice, other than broad statements about using the humanities, there has been little discussion of how this might specifically look.

This panel brings together diverse perspectives from the fields of neuroethics, gender studies, and medical education to provide practical tools and lessons for using the humanities to increase TFA. Speaker 1, a current medical student, will open the panel by discussing her own experiences—both as a patient and a student—with medical ambiguity. Speaker 2 will show how the poetry of Emily Dickinson can be used to reframe ethical considerations of ambiguity and neurodiversity in healthcare spaces. Speaker 3 will describe comics as an effective tool for promoting TFA in a manner congruent with patient-centered care. The final panelist will explore the use of science-fiction in medical education to help students embrace the unknown alongside alternative ways of thinking and being.

The necessity for TFA is heightened by new illnesses such as long-COVID, shotgun policy changes, new technologies, and increased public participation in healthcare culture. This panel will provide attendees with specific texts and lessons for moving forward.

Keywords: ambiguity in medicine, literary studies, medical education