Tehran University of Medical Sciences

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Ambiguity Tolerance Among Medical Students and Its Relationship With Personality and Participation in the Mentoring Program: A Cross-Sectional Study Publisher



Nakhostinansari A1, 2 ; Maghbouli N1, 3 ; Shayestefar M4
Authors
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Authors Affiliations
  1. 1. Mentoring Office, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
  2. 2. Sports Medicine Research Center, Neuroscience Institute, Tehran University of Medical Sciences, Tehran, Iran
  3. 3. Physical Medicine and Rehabilitation Department, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
  4. 4. Cellular and Molecular Research Center, School of Advanced Technologies in Medicine, Iran University of Medical Sciences, Tehran, Iran

Source: Annals of Medicine and Surgery Published:2021


Abstract

Background: Low ambiguity tolerance (AT) can lead to burnout and impact medical students’ quality of life. Interventions are effective in increasing tolerance in ambiguous situations. Mentors can be facilitators in ambiguous situations. We aimed to determine the AT among Tehran University of medical sciences (TUMS) medical students and assess its relation with personality traits and mentor-seeking behavior. Methods: A cross-sectional study was designed. We used Budner AT questionnaire and the Ten Item Personality Inventory in our study. Questionnaires were sent to 350 randomly selected TUMS medical students in different years of education. Two hundred six students completed the questionnaires. The response rate was 58.85%. Results: The mean AT score was 59.77 among TUMS medical students. No significant difference was seen between different genders and students with different marital statuses. Also, AT was constant among students at different years at medical school and at different education levels (P > 0.05). Students who had participated in the mentoring program were significantly more intolerant of novel situations (P = 0.01). However, they did not have significantly different scores in other subscales of AT scale and its total score than those who had not participated in the mentoring program (P > 0.05). Conclusion: Medical students are more intolerant of ambiguity at TUMS than medical students abroad, and there should be interventions to help them cope in ambiguous situations. Mentoring programs may also be considered for future interventions as participants who participate in the program are less tolerant of ambiguity in novel situations. © 2021
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