Purpose
Team-Based Learning (TBL) clinical application exercises may offer a promising approach to teaching students how to recognize and respond to medical uncertainty. This study investigates whether TBL application exercises improve medical students’ ability to navigate uncertainty and develop effective strategies for managing challenging clinical decisions.

Methods
Oakland University William Beaumont School of Medicine (OUWB) has used TBL as a core part of the curriculum since its inception. A validated survey was distributed to all current medical students and alumni at OUWB. The questions were designed to explore participants' perspectives on medical uncertainty and the effectiveness of TBL application exercises in helping students navigate uncertainty. The analysis utilized a combination of descriptive and inferential statistical methods to evaluate responses.

Results
A total of 92 participants were included in the study, comprising alumni at the resident, fellow, and attending level and current medical students. All groups were similar in how they define medical uncertainty, but attendings were significantly more likely than medical students to report a change in their understanding of medical uncertainty (p < 0.0001). All participant groups reported that uncertainty was present at least sometimes in TBL application exercises. Most participants (45-70%) considered TBL clinical cases and complex exercises moderately to highly useful in developing an understanding of medical uncertainty. All the different characteristics of the application exercises are considered equally valuable for this purpose.

Conclusion
The findings highlight the utility of TBL in fostering understanding and engagement with medical uncertainty, particularly when exercises incorporate a certain level of complexity. Overall, the results suggest that TBL could be an effective approach for addressing medical uncertainty, with potential for further enhancement through explicit and structured discussions in educational exercises.