‘I don't know’—reclaiming not-knowing in medical transitions

IF 5.2 1区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Yvonne Carlsson, Matilda Liljedahl
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Their findings show that uncertainty is not only about clinical ambiguity, but deeply tied to role, context and relational dynamics.</p><p>Although uncertainty is often understood as a psychological or cognitive challenge, Dineen et al.'s findings suggest that it can also reflect deeper cultural expectations within the medical profession—such as knowing the etiquette and unwritten rules. We would like to build on this by drawing attention to how uncertainty may not only arise from what is unknown, but also from what is unspoken: the norms, ideals and ideologies shape what it means to know, to act and to be seen as competent. When a newly qualified doctor pauses before escalating care or hesitates to order a test, their internal dialogue is rarely just about uncertainty in terms of ‘How should I act?’. More often it is: ‘Can I act? Am I allowed to act? Do I know enough to act? How would I look if I acted?’. These are not simply individual reflections; they are shaped by team dynamics, workplace culture and expectations about what competent doctors do.</p><p>If uncertainty is shaped by unspoken norms and professional expectations, then we must also question the frameworks we use to study it. This brings us to the UT framework itself. It might offer a helpful way to describe how people experience uncertainty. But the framework stems from psychological traditions—especially cognitive and personality research—and focuses mostly on individual traits.<span><sup>2, 3</sup></span> That makes us wonder: what might we miss when we frame uncertainty primarily as something to be ‘tolerated’? Does the language of tolerance and coping—though useful—subtly reinforce the idea that uncertainty is inherently negative, something to be endured and mitigated? For a reason, the field of health professions education has made a significant move towards acknowledging social aspects of learning that consider how uncertainty is shaped by culture, power, identity and the design of clinical work.<span><sup>4</sup></span></p><p>Taking a sociocultural perspective invites us to consider uncertainty not only as a problem to be managed, but as an integral part of the transition from student to doctor.<span><sup>5</sup></span> From this view, while uncertainty might feel uncomfortable, it can also be an important signal that learning and development are underway. Instead of considering how to better prepare students and newly qualified doctors to tolerate uncertainty, we might ask: What role does uncertainty play in the process of becoming a doctor? When supported well, uncertain moments can be meaningful, even identity-shaping.<span><sup>6</sup></span> Rather than reflecting ‘poor preparation’, uncertain moments are part of how doctors learn to think, act and relate in new ways.</p><p>A useful perspective on uncertainty is offered by the concept of <i>subjectification</i>.<span><sup>7</sup></span> Subjectification highlights moments when individuals act not just in line with professional norms, but from their unique selves—as subjects who bring their judgement, identity and presence into clinical situations. Voicing uncertainty can be seen as one such act: a demonstration of responsibility where the individual acknowledges complexity, calls in others and openly reflects on their own limitations. From this view, saying ‘I don't know’ does not necessarily indicate incompetence—it signals that the learner is negotiating the tension between what the profession expects and their individual experience.</p><p>It is a moment of becoming. Learning environments that support such expressions do not simply foster tolerance of uncertainty; it nurtures professionals who openly acknowledge complexity and act with integrity.</p><p>In their conclusion, Dineen et al. suggest reducing ‘non-clinical uncertainties’—such as navigating electronic health record systems, referral pathways or finding equipment—through structured orientation programmes. As former interns, we recognise the sheer cognitive load involved in locating passwords, pagers, or even finding the right room. Yet it is precisely this kind of local knowledge—fluid, site-specific and context-bound—that resists standardisation. Designing pre-internship orientation to cover every eventuality risks overpromising certainty in a system where variation is intrinsic. Rather than viewing such uncertainty as a barrier to be cleared before ‘real learning’ begins, we might better ask how learners can be supported to navigate uncertain situations.</p><p>What if we stopped viewing uncertainty as a problem to fix and instead recognised it as a normal and natural dimension of clinical work? What if we created cultures where people could say ‘I don't know’ without fear, and where uncertainty invited collaboration rather than shame? That would reposition uncertainty not as a failure but as an invitation to learn and to grow—and thus strengthen the relational fabric of medicine. Becoming a doctor, then, does not mean outgrowing uncertainty but learning how to authentically and confidently navigate it.</p><p><b>Yvonne Carlsson:</b> Conceptualization; methodology; writing—original draft; writing—review and editing. <b>Matilda Liljedahl:</b> Conceptualization; methodology; writing—review and editing.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 10","pages":"1024-1025"},"PeriodicalIF":5.2000,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12437995/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Education","FirstCategoryId":"95","ListUrlMain":"https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15757","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0

Abstract

Dineen and colleagues offer an insightful exploration of how newly qualified doctors experience and respond to uncertainty during their transition to internship.1 By centring the voices of interns and drawing on the integrative uncertainty tolerance (UT) model, they provide a nuanced account of challenges encountered during this transition—not only in delivering patient care but also in navigating unfamiliar environments, unclear roles and shifting professional identities. Their findings show that uncertainty is not only about clinical ambiguity, but deeply tied to role, context and relational dynamics.

Although uncertainty is often understood as a psychological or cognitive challenge, Dineen et al.'s findings suggest that it can also reflect deeper cultural expectations within the medical profession—such as knowing the etiquette and unwritten rules. We would like to build on this by drawing attention to how uncertainty may not only arise from what is unknown, but also from what is unspoken: the norms, ideals and ideologies shape what it means to know, to act and to be seen as competent. When a newly qualified doctor pauses before escalating care or hesitates to order a test, their internal dialogue is rarely just about uncertainty in terms of ‘How should I act?’. More often it is: ‘Can I act? Am I allowed to act? Do I know enough to act? How would I look if I acted?’. These are not simply individual reflections; they are shaped by team dynamics, workplace culture and expectations about what competent doctors do.

If uncertainty is shaped by unspoken norms and professional expectations, then we must also question the frameworks we use to study it. This brings us to the UT framework itself. It might offer a helpful way to describe how people experience uncertainty. But the framework stems from psychological traditions—especially cognitive and personality research—and focuses mostly on individual traits.2, 3 That makes us wonder: what might we miss when we frame uncertainty primarily as something to be ‘tolerated’? Does the language of tolerance and coping—though useful—subtly reinforce the idea that uncertainty is inherently negative, something to be endured and mitigated? For a reason, the field of health professions education has made a significant move towards acknowledging social aspects of learning that consider how uncertainty is shaped by culture, power, identity and the design of clinical work.4

Taking a sociocultural perspective invites us to consider uncertainty not only as a problem to be managed, but as an integral part of the transition from student to doctor.5 From this view, while uncertainty might feel uncomfortable, it can also be an important signal that learning and development are underway. Instead of considering how to better prepare students and newly qualified doctors to tolerate uncertainty, we might ask: What role does uncertainty play in the process of becoming a doctor? When supported well, uncertain moments can be meaningful, even identity-shaping.6 Rather than reflecting ‘poor preparation’, uncertain moments are part of how doctors learn to think, act and relate in new ways.

A useful perspective on uncertainty is offered by the concept of subjectification.7 Subjectification highlights moments when individuals act not just in line with professional norms, but from their unique selves—as subjects who bring their judgement, identity and presence into clinical situations. Voicing uncertainty can be seen as one such act: a demonstration of responsibility where the individual acknowledges complexity, calls in others and openly reflects on their own limitations. From this view, saying ‘I don't know’ does not necessarily indicate incompetence—it signals that the learner is negotiating the tension between what the profession expects and their individual experience.

It is a moment of becoming. Learning environments that support such expressions do not simply foster tolerance of uncertainty; it nurtures professionals who openly acknowledge complexity and act with integrity.

In their conclusion, Dineen et al. suggest reducing ‘non-clinical uncertainties’—such as navigating electronic health record systems, referral pathways or finding equipment—through structured orientation programmes. As former interns, we recognise the sheer cognitive load involved in locating passwords, pagers, or even finding the right room. Yet it is precisely this kind of local knowledge—fluid, site-specific and context-bound—that resists standardisation. Designing pre-internship orientation to cover every eventuality risks overpromising certainty in a system where variation is intrinsic. Rather than viewing such uncertainty as a barrier to be cleared before ‘real learning’ begins, we might better ask how learners can be supported to navigate uncertain situations.

What if we stopped viewing uncertainty as a problem to fix and instead recognised it as a normal and natural dimension of clinical work? What if we created cultures where people could say ‘I don't know’ without fear, and where uncertainty invited collaboration rather than shame? That would reposition uncertainty not as a failure but as an invitation to learn and to grow—and thus strengthen the relational fabric of medicine. Becoming a doctor, then, does not mean outgrowing uncertainty but learning how to authentically and confidently navigate it.

Yvonne Carlsson: Conceptualization; methodology; writing—original draft; writing—review and editing. Matilda Liljedahl: Conceptualization; methodology; writing—review and editing.

Abstract Image

Abstract Image

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“我不知道”——在医疗转型中收回“不知道”。
迪宁和他的同事对新合格的医生在向实习过渡的过程中如何经历和应对不确定性进行了深刻的探讨通过集中实习生的声音,并利用综合不确定性容忍(UT)模型,他们提供了一个细致入微的描述,在这个过渡期间遇到的挑战,不仅在提供病人护理,而且在不熟悉的环境中导航,不明确的角色和转变的职业身份。他们的研究结果表明,不确定性不仅与临床模糊性有关,而且与角色、背景和关系动态密切相关。虽然不确定性通常被理解为一种心理或认知上的挑战,但迪宁等人的研究结果表明,它也可以反映出医疗行业更深层次的文化期望——比如了解礼仪和不成文的规则。我们希望在此基础上提请注意,不确定性不仅可能来自未知,而且可能来自未说出口的东西:规范、理想和意识形态决定了了解、行动和被视为有能力的意义。当一名新获得执业资格的医生在升级护理前停顿,或者在安排检查时犹豫不决时,他们的内心对话很少只是关于“我该怎么做?”的不确定性。更多的时候是:“我能演戏吗?”我可以演戏吗?我所知道的足以采取行动吗?如果我行动起来,会是什么样子?”这些不仅仅是个人的反思;他们受到团队动力、职场文化和对称职医生的期望的影响。如果不确定性是由潜规则和专业期望形成的,那么我们也必须质疑我们用来研究它的框架。这就把我们带到了UT框架本身。它可能会提供一种有用的方式来描述人们如何经历不确定性。但这个框架源于心理学传统——尤其是认知和人格研究——主要关注个人特征。这让我们想知道:当我们把不确定性主要定义为可以“容忍”的东西时,我们可能会错过什么?宽容和应对的语言——尽管有用——是否巧妙地强化了不确定性本质上是消极的,是需要忍受和减轻的?出于某种原因,卫生专业教育领域在承认学习的社会方面取得了重大进展,这些方面考虑了文化、权力、身份和临床工作设计如何塑造不确定性。从社会文化的角度来看,不确定性不仅是一个需要处理的问题,而且是从学生到医生过渡的一个组成部分从这个角度来看,虽然不确定性可能会让人感到不舒服,但它也可能是学习和发展正在进行的重要信号。我们不应该考虑如何让学生和新合格的医生更好地准备好忍受不确定性,而应该问:不确定性在成为医生的过程中扮演什么角色?如果支持得好,不确定的时刻可能是有意义的,甚至是塑造身份的不确定时刻不是“准备不足”的反映,而是医生学习以新方式思考、行动和联系的一部分。主体化的概念为不确定性提供了一个有用的视角主体化强调的是,个人的行为不仅符合专业规范,而且从他们独特的自我出发——作为主体,他们将自己的判断、身份和存在带入临床情境。表达不确定可以被视为这样一种行为:一种责任的表现,个人承认复杂性,召集他人,并公开反思自己的局限性。从这个角度来看,说“我不知道”并不一定意味着无能——它表明学习者正在权衡专业期望和他们个人经验之间的紧张关系。这是一个成长的时刻。支持这种表达的学习环境不仅仅是培养对不确定性的容忍;它培养了公开承认复杂性并正直行事的专业人士。在他们的结论中,Dineen等人建议通过结构化的定向项目减少“非临床不确定性”——比如导航电子健康记录系统、转诊途径或寻找设备。作为前实习生,我们认识到,在寻找密码、寻呼机,甚至是找到合适的房间时,都涉及到巨大的认知负荷。然而,正是这种本地知识——流动的、特定地点的、受环境限制的——抵制标准化。设计实习前导向以涵盖所有可能发生的情况,可能会在变化是内在的系统中过度承诺确定性。与其将这种不确定性视为在“真正的学习”开始之前需要清除的障碍,我们不如问问如何支持学习者在不确定的情况下导航。 如果我们不再将不确定性视为一个需要解决的问题,而是将其视为临床工作的一个正常和自然的方面,那会怎么样?如果我们创造一种文化,让人们可以毫无畏惧地说“我不知道”,让不确定性带来合作而不是羞耻,那会怎么样?这将重新定位不确定性,而不是失败,而是一种学习和成长的邀请,从而加强医学的关系结构。因此,成为一名医生并不意味着要克服不确定性,而是要学习如何真实而自信地驾驭不确定性。Yvonne Carlsson:概念化;方法;原创作品草案;写作-审查和编辑。Matilda Liljedahl:概念化;方法;写作-审查和编辑。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Medical Education
Medical Education 医学-卫生保健
CiteScore
8.40
自引率
10.00%
发文量
279
审稿时长
4-8 weeks
期刊介绍: Medical Education seeks to be the pre-eminent journal in the field of education for health care professionals, and publishes material of the highest quality, reflecting world wide or provocative issues and perspectives. The journal welcomes high quality papers on all aspects of health professional education including; -undergraduate education -postgraduate training -continuing professional development -interprofessional education
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