This study interviewed medical students and residents in an academic medical center, and categorized the factors that influenced their learning from errors. The authors concluded that facilities could help by addressing variability in faculty response and by disseminating clear, accessible algorithms to guide behavior when errors occur. The survey also revealed the need for a teaching and learning focus on emotionally charged situations, learning from errors and near misses, and a balance between individual and systems responsibility.
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Eight Knowledge Domains for Health Professional Students
A framework for teaching medical students and residents about practice based learning and improvement, synthesized from a literature review
Preparing health care professionals for quality improvement: The George Washington University/George Mason University experience
