Negative capability by RA 2022-12

You are teaching year 3 students in a tutorial. They have seen a patient with Neurofibromatosis Type 1. They ask you about this condition and what the complications are. You know a few things about this condition but don't feel confident.

How do you think you should proceed?

‘when a man is capable of being in uncertainties, mysteries, doubts, without any irritable reaching after fact and reason’

John Keats

What is negative capability?

The above quote was written by Keats to his brother to describe negative capability.  A narrow definition describes negative capability when you accept uncertainty. 

Some other perspectives to consider 

• It means to shift from a convergent (concluding mindset) to a divergent way of thinking which seeks to explore. 

• It means remaining curious about the self and the learner

• It means you recognise learning as a partnership between the educator and learning. The Johari window describes unknowns in both. 

• It means having a growth mindset (versus a fixed one). 

• It means confidently saying 'I don't know'. 

• Your role is a 'guide on the side' and not the 'sage on the stage'

The benefits of negative capability can include the following 

• Greater learning 

• Building a psychologically safe environment 

• Managing complexity and uncertainty 

• Develop your generalist skills 

Some risks to consider 

• The learner may think less of you as an educator. You can bring your experience of cases and being an educator to shape the conversation. 

• No answer is found for the queries that students raise. Educators could reframe the question to explore uncertainties. 

Both the GMC and RCGP curriculum includes a need for GPs to manage complexity and uncertainty. Negative capability could be developed by educators to respond to situations where 'I don't know' the answer. In turn, helping students to manage uncertainty, remain curious and explore. 

Questions

Think of a time in the past when you were asked a question by a learner and did not know the answer. How did you feel? How did you respond?  How could you use negative capability to respond in a different way?

Think about a future learning encounter with students. How can you prepare yourself and facilitate a discussion that recognises unceratinty?

Reference

https://en.wikipedia.org/wiki/Negative_capability 

https://www.gmc-uk.org/education/standards-guidance-and-curricula/standards-and-outcomes/outcomes-for-graduates/outcomes-for-graduates/outcomes-1---professional-values-and-behaviours#6-the-nature-of-illness-is-complex-and-therefore-the-health-and-care-of-many-patients-is-complicated-and-uncertain-newly-qualified-doctors-must-be-able-to-recognise-complexity-and-uncertainty-and-through-the-process-of-seeking-support-and-help-from-colleagues-learn-to-develop-confidence-in-managing-these-situations-and-responding-to-change:~:text=quality%20of%20care.-,Dealing%20with%20complexity%20and%20uncertainty,to%20develop%20confidence%20in%20managing%20these%20situations%20and%20responding%20to%20change.,-They%20must%20be