Training General Practitioners to Face Clinical Uncertainty

Matically described and consequently, the precise teaching actions for trainees are unclear. It is crucial to recognize that various forms of evidence exist. Qualitative research is a viable form of evidence and also illustrates how our traditional assumptions fail to consider the implications of context, meanings, and clinical practice. The tools for addressing this uncertainty in the actual practice of general medicine have their own characteristics: 1) the doctor-patient care relationship; 2) continuity of care; and 3) context (family, community). In this scenario, the main teaching aid is the reflection-action cycle, a method for professionals to reflect on their implicit knowledge and actions while in the midst of practice. Within this framework, qualitative and story-based teaching methods to prepare trainees for clinical uncertainty would include: 1. Narrative Medicine and Story Analysis (Reflective Writing, Shared Reading, Real Patient Histories); 2. Structured Discussion Groups (Balint groups, Schwartz rounds, Practice Inquiry); and 3. Role Modeling and Mentoring. This strategy promotes a more holistic and adaptive approach to addressing the challenges of real-world uncertainty in general practice.