Tolerating Ambiguity: A Humanities-Based Approach to Pediatric Professional Identity Formation (115)
Tracks
Track 3
| Tuesday, April 21, 2026 |
| 9:40 AM - 10:00 AM |
| 50 Sussex, Upper Gallery |
Overview
Dr. Ashna Asim
Details
Learning Objectives: Describe how narrative-based medicine and visual-thinking strategies can support professional identity formation in the context of ambiguity and uncertainty in clinical practice. Apply a “medical pause” framework in postgraduate medical teaching to link humanities-based skills to clinical practice.
Speaker
Dr. Ashna Asim
University Of Toronto
Tolerating Ambiguity: A Humanities-Based Approach to Pediatric Professional Identity Formation
Abstract
Ambiguity and uncertainty are unavoidable in medicine, yet these are concepts not always discussed in postgraduate medical education as they relate to professional identity formation. Furthermore, there appears to be an association between tolerance of ambiguity and psychological well-being (Hancock and Mattick, 2019). Therefore, encouraging structured ways for medical learners to pause, observe, and reflect during clinical experiences can strengthen professional identity formation and promote well-being.
Considering this, a three-hour interactive workshop was delivered to first- and second-year pediatric residents at the University of Toronto, as part of a formal health humanities curriculum. Through narrative-based medicine exercises (such as close reading) and close observation of artwork utilizing visual thinking strategies (VTS), residents explored multiple, sometimes opposing, interpretations. Facilitated discussions linked these humanities exercises to clinical encounters, such as diagnostic and management challenges. Specifically, a “medical pause” framework was used to demonstrate how narrative-based medicine and visual thinking strategies can be applied when facing ambiguity in clinical scenarios.
The workshop demonstrated that humanities-based methods can be feasibly integrated into pediatric residency education. Residents engaged in reflective dialogue and application of a 'medical pause' framework. The session also illustrated that narrative-based medicine and visual thinking strategies can serve as practical entry points for exploring tolerance of ambiguity and uncertainty as part of developing professional identity.
Integrating humanities methods into postgraduate medical training offers a framework for fostering professional identity in the context of clinical nuance and unknowns. Future directions include in-depth evaluation methods, such as focus groups, to further explore the impact on identity formation and tolerance of ambiguity over time.
Considering this, a three-hour interactive workshop was delivered to first- and second-year pediatric residents at the University of Toronto, as part of a formal health humanities curriculum. Through narrative-based medicine exercises (such as close reading) and close observation of artwork utilizing visual thinking strategies (VTS), residents explored multiple, sometimes opposing, interpretations. Facilitated discussions linked these humanities exercises to clinical encounters, such as diagnostic and management challenges. Specifically, a “medical pause” framework was used to demonstrate how narrative-based medicine and visual thinking strategies can be applied when facing ambiguity in clinical scenarios.
The workshop demonstrated that humanities-based methods can be feasibly integrated into pediatric residency education. Residents engaged in reflective dialogue and application of a 'medical pause' framework. The session also illustrated that narrative-based medicine and visual thinking strategies can serve as practical entry points for exploring tolerance of ambiguity and uncertainty as part of developing professional identity.
Integrating humanities methods into postgraduate medical training offers a framework for fostering professional identity in the context of clinical nuance and unknowns. Future directions include in-depth evaluation methods, such as focus groups, to further explore the impact on identity formation and tolerance of ambiguity over time.
Biography
Clinical Fellow in Advanced Food Allergy at University of Toronto
COI Disclosure: All other investments or relationships that could be seen by a reasonable, well-informed participant as having the potential to influence the content of the educational activity (pharmaceutical, medical device, communications firm): As part of my locum practice (covering another physician's leave), I have worked with a nurse employed by ALK in a community allergy clinic. I receive no compensation or funding from ALK. This relationship does not influence the content of my presentation to Creating Space.
COI Disclosure: All other investments or relationships that could be seen by a reasonable, well-informed participant as having the potential to influence the content of the educational activity (pharmaceutical, medical device, communications firm): As part of my locum practice (covering another physician's leave), I have worked with a nurse employed by ALK in a community allergy clinic. I receive no compensation or funding from ALK. This relationship does not influence the content of my presentation to Creating Space.
