Gishen, F; Dacre, J; Horn, C; Peters, D; (2020) Educating future doctors for uncertainty and complexity. The Clinical Teacher 10.1111/tct.13165. (In press).

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Abstract

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 well‐being, 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 Covid‐19 pandemic.

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