@misc{discovery10044447,
       publisher = {School of Education Communication \& Society, King's College London},
            note = {This version is the version of record. For information on re-use, please refer to the publisher's terms and conditions.},
           title = {Learning safely from error: Reconsidering the ethics of simulation-based medical education through ethnography},
         address = {London, UK},
          editor = {B Rampton},
            year = {2018},
          number = {237},
          series = {Working Papers in Urban Language and Literacies},
             url = {https://kcl.academia.edu/WorkingPapersinUrbanLanguageLiteracies},
          author = {Pelletier, C and Kneebone, R and Rutter, J and Copland, F},
        abstract = {'Human factors' is an influential rationale in the UK national health service to
understand mistakes, risk and safety. Although there have been studies examining its
implications in workplaces, there has been little investigation of how it is taught, as a
form of professional morality. This article draws on an observational study of human
factors teaching in four hospital simulation centres in London, UK. Its main argument
is that the teaching of human factors is realised through an identification and positive
evaluation of 'non-technical skills' and the espousal of 'non-judgemental' pedagogy,
both of which mean that mistakes cannot be made. Professional solidarity is then
maintained on the absence of mistakes. We raise questions about the ethics of this
teaching. The study is situated within a history of ethnographic accounts of medical
mistakes, to explore the relationship between claims to professional knowledge and
claims about failure.}
}