Background
Team-Based Learning (TBL) application exercises often present students with complex, ambiguous scenarios that mirror the uncertainties encountered in real-world healthcare settings. Understanding pharmacy students' perceptions, strategies, and attitudes toward ambiguity and uncertainty in TBL is crucial for optimizing this educational approach and better preparing future pharmacists for the complexities of clinical practice.

Objective
To evaluate second-year pharmacy students' impressions, experiences, and attitudes toward ambiguity and uncertainty in the context of TBL utilizing qualitative methodology.

Methods
Following four semesters of TBL in a professional program, second-year pharmacy students were invited to respond to five open-ended questions regarding ambiguity, uncertainty, and TBL. Thematic analysis methodology was employed to assess responses, categorize data, and develop themes and sub-themes.

Results In spring 2024, 52 of 107 second-year pharmacy students responded to free-text prompts. Thematic analysis revealed four overarching themes: (1) Emotional Responses to Ambiguity, (2) Strategies for Navigating Ambiguity, (3) Impact on Participation and Contribution, and (4) Team Dynamics and Performance. When asked specifically about TBL's influence on their tolerance for ambiguity, 49 students responded: 38 (77.6%) reported a positive influence, 6 (12.2%) reported no influence, and 5 (10.2%) gave neutral responses. Students who experienced positive influences from TBL on their ambiguity tolerance identified three themes: (1) Collaboration Boosts Confidence and Comfort, (2) Appreciation of Diverse Perspectives, and (3) Development of Patience and Active Listening.

Conclusions
The majority of students reported that TBL positively influenced their ability to handle ambiguity, suggesting its effectiveness in preparing students for the uncertainties of healthcare practice. The identified themes provide insights into students' cognitive strategies, emotional responses, and interpersonal dynamics when confronting ambiguity in collaborative learning environments. These findings underscore the potential of TBL as an educational strategy to enhance pharmacy students' ability to navigate uncertain situations, a critical skill for future healthcare professionals.