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Educating future doctors for uncertainty and complexity
Author(s) -
Gishen Faye,
Dacre Jane,
Horn Chris,
Peters David
Publication year - 2020
Publication title -
the clinical teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.354
H-Index - 26
eISSN - 1743-498X
pISSN - 1743-4971
DOI - 10.1111/tct.13165
Subject(s) - blueprint , multidisciplinary approach , health care , medical education , diversity (politics) , curriculum , inclusion (mineral) , psychology , nursing , medicine , political science , pedagogy , mechanical engineering , social psychology , law , engineering
In 2018 the UK’s medical regulator, the General Medical Council, produced a blueprint for undergraduate medical education, Outcomes for graduates.1 This guidance highlights the inclusion of teaching on uncertainty and complexity, in order to reflect the fact that the health and care of many patients is nonlinear and unpredictable. This is an aspect that medical students and newly qualified doctors need to be able to recognise. As a group of medical educators from different UK higher education institutions with an interest in medical student wellbeing, we focused our third national symposium for medical teachers (September 2019) around educating for uncertainty and complexity. The emphasis of the symposium was on how we as medical educators can adequately prepare future doctors for the demands of contemporary practice, and indeed more widely for modern society. This focus feels particularly relevant as we write this, poised on the edge of the Covid19 pandemic.