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dc.contributor.authorFischer, Melissa A.
dc.contributor.authorMazor, Kathleen M.
dc.contributor.authorBaril, Joann L.
dc.contributor.authorAlper, Eric J.
dc.contributor.authorDeMarco, Deborah M.
dc.contributor.authorPugnaire, Michele P.
dc.date2022-08-11T08:11:04.000
dc.date.accessioned2022-08-23T17:31:29Z
dc.date.available2022-08-23T17:31:29Z
dc.date.issued2006-05-18
dc.date.submitted2007-10-22
dc.identifier.citation<p>J Gen Intern Med. 2006 May;21(5):419-23. <a href="http://dx.doi.org/10.1111/j.1525-1497.2006.00420.x">Link to article on publisher's site</a></p>
dc.identifier.issn1525-1497 (Electronic)
dc.identifier.doi10.1111/j.1525-1497.2006.00420.x
dc.identifier.pmid16704381
dc.identifier.urihttp://hdl.handle.net/20.500.14038/50746
dc.description.abstractCONTEXT: Trainees are exposed to medical errors throughout medical school and residency. Little is known about what facilitates and limits learning from these experiences. OBJECTIVE: To identify major factors and areas of tension in trainees' learning from medical errors. DESIGN, SETTING, AND PARTICIPANTS: Structured telephone interviews with 59 trainees (medical students and residents) from 1 academic medical center. Five authors reviewed transcripts of audiotaped interviews using content analysis. RESULTS: Trainees were aware that medical errors occur from early in medical school. Many had an intense emotional response to the idea of committing errors in patient care. Students and residents noted variation and conflict in institutional recommendations and individual actions. Many expressed role confusion regarding whether and how to initiate discussion after errors occurred. Some noted the conflict between reporting errors to seniors who were responsible for their evaluation. Learners requested more open discussion of actual errors and faculty disclosure. No students or residents felt that they learned better from near misses than from actual errors, and many believed that they learned the most when harm was caused. CONCLUSIONS: Trainees are aware of medical errors, but remaining tensions may limit learning. Institutions can immediately address variability in faculty response and local culture by disseminating clear, accessible algorithms to guide behavior when errors occur. Educators should develop longitudinal curricula that integrate actual cases and faculty disclosure. Future multi-institutional work should focus on identified themes such as teaching and learning in emotionally charged situations, learning from errors and near misses and balance between individual and systems responsibility.
dc.language.isoen_US
dc.relation<p><a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=16704381&dopt=Abstract">Link to article in PubMed</a></p>
dc.relation.urlhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC1484785/
dc.subjectAttitude of Health Personnel
dc.subjectCurriculum
dc.subjectEducation, Medical, Undergraduate
dc.subjectEmotions
dc.subjectHumans
dc.subjectInternal Medicine
dc.subject*Internship and Residency
dc.subject*Learning
dc.subjectMedical Errors
dc.subjectStudents, Medical
dc.subjectSurgery
dc.subjectTeaching
dc.subjectLife Sciences
dc.subjectMedical Education
dc.subjectMedicine and Health Sciences
dc.titleLearning from mistakes. Factors that influence how students and residents learn from medical errors
dc.typeJournal Article
dc.source.journaltitleJournal of general internal medicine : official journal of the Society for Research and Education in Primary Care Internal Medicine
dc.source.volume21
dc.source.issue5
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/wfc_pp/274
dc.identifier.contextkey383571
html.description.abstract<p>CONTEXT: Trainees are exposed to medical errors throughout medical school and residency. Little is known about what facilitates and limits learning from these experiences.</p> <p>OBJECTIVE: To identify major factors and areas of tension in trainees' learning from medical errors.</p> <p>DESIGN, SETTING, AND PARTICIPANTS: Structured telephone interviews with 59 trainees (medical students and residents) from 1 academic medical center. Five authors reviewed transcripts of audiotaped interviews using content analysis.</p> <p>RESULTS: Trainees were aware that medical errors occur from early in medical school. Many had an intense emotional response to the idea of committing errors in patient care. Students and residents noted variation and conflict in institutional recommendations and individual actions. Many expressed role confusion regarding whether and how to initiate discussion after errors occurred. Some noted the conflict between reporting errors to seniors who were responsible for their evaluation. Learners requested more open discussion of actual errors and faculty disclosure. No students or residents felt that they learned better from near misses than from actual errors, and many believed that they learned the most when harm was caused.</p> <p>CONCLUSIONS: Trainees are aware of medical errors, but remaining tensions may limit learning. Institutions can immediately address variability in faculty response and local culture by disseminating clear, accessible algorithms to guide behavior when errors occur. Educators should develop longitudinal curricula that integrate actual cases and faculty disclosure. Future multi-institutional work should focus on identified themes such as teaching and learning in emotionally charged situations, learning from errors and near misses and balance between individual and systems responsibility.</p>
dc.identifier.submissionpathwfc_pp/274
dc.contributor.departmentGraduate Medical Education
dc.contributor.departmentDepartment of Medicine
dc.contributor.departmentMeyers Primary Care Institute
dc.contributor.departmentDepartment of Family Medicine and Community Health
dc.contributor.departmentOffice of Medical Education
dc.source.pages419-23


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