title: "Don't think zebras": uncertainty, interpretation, and the place of paradox in clinical education.
abstract: Working retrospectively in an uncertain field of knowledge, physicians are engaged in an interpretive practice that is guided by counterweighted, competing, sometimes paradoxical maxims. "When you hear hoofbeats, don't think zebras," is the chief of these, the epitome of medicine's practical wisdom, its hermeneutic rule. The accumulated and contradictory wisdom distilled in clinical maxims arises necessarily from the case-based nature of medical practice and the narrative rationality that good practice requires. That these maxims all have their opposites enforces in students and physicians a practical skepticism that encourages them to question their expectations, interrupt patterns, and adjust to new developments as a case unfolds. Yet medicine resolutely ignores both the maxims and the tension between the practical reasoning they represent and the claim that medicine is a science. Indeed, resolute epistemological naivete is part of medicine's accommodation to uncertainty; counterweighted, competing, apparently paradoxical (but always situational) rules enable physicians simultaneously to express and to ignore the practical reason that characterizes their practice.
authors.affiliation: Northwestern University Medical School, USA.
authors.forename: K
authors.initials: K
authors.lastname: Hunter
mesh_terms: D001154:Art; D002983:Clinical Competence; D015510:Clinical Medicine / Q000193:education* / Q000379:methods; D019317:Evidence-Based Medicine; D006801:Humans; D007600:Judgment; D019359:Knowledge; D012586:Science