Geller (2013) has attempted to explain why: medical students with a high tolerance of ambiguity entering medical school are drawn to uncertainties characterized by medicine and thus have the opportunity to further develop their ambiguity - related communication and decision-making skills.
These students would then have the opportunity to further develop their ambiguity-related communication and decision-making skills.
The concept of ambiguity, developed abstractly in The Ethics of Ambiguity, is erotically embodied in The Second Sex and is identified as a crucial piece of the prescription for transcending the oppressions of patriarchy.
In this study, the author developed a new ambiguity tolerance scale (ATS), which could assess ambiguity tolerance more positively than similar ambiguity tolerance scales developed previously.
At Becker, we are reconceiving our general education curriculum to concentrate on developing tools to navigate ambiguity, divergent and propositional thinking and social and emotional intelligence.
The method is suited to producing new conceptual models for describing or explaining the decision-making and health behaviours of patients and other groups and if effectiveness evidence is at all equivocal, then this method offers a means of exploring and explaining that ambiguity, and developing more appropriate interventions.
However, it is important to find answers to the question whether or not ambiguity tolerance is malleable, and can thus be taught or developed or if ambiguity tolerance is determinate, and thus may be useful as a selection tool in medical education.
We developed a new ambiguity test that may probe biases in attentional processes.
The project overseer must be able to tolerate the high degree of ambiguity inherent in developing ESs.
The emphasis is on learners developing appropriate epistemological awareness, the ambiguity of achieving this in group settings, and the challenges of designing effective courses of study.
In addition, the emerging framework was presented to the wider EQUIP team (including service user and carer representatives) not involved directly in data analysis, who were then asked to critically comment on the developing framework in terms of ambiguities, omissions and clarity.
