eprintid: 10044447 rev_number: 20 eprint_status: archive userid: 608 dir: disk0/10/04/44/47 datestamp: 2021-06-07 16:58:17 lastmod: 2021-06-09 09:37:34 status_changed: 2021-06-07 16:58:17 type: working_paper metadata_visibility: show creators_name: Pelletier, C creators_name: Kneebone, R creators_name: Rutter, J creators_name: Copland, F title: Learning safely from error: Reconsidering the ethics of simulation-based medical education through ethnography ispublished: pub divisions: UCL divisions: A01 divisions: B16 divisions: B14 divisions: J77 note: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. 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. date: 2018 date_type: published publisher: School of Education Communication & Society, King's College London official_url: https://kcl.academia.edu/WorkingPapersinUrbanLanguageLiteracies oa_status: green full_text_type: pub language: eng primo: open primo_central: open_green verified: verified_manual elements_id: 1540168 lyricists_name: Pelletier, Caroline lyricists_id: CPELL97 actors_name: Pelletier, Caroline actors_id: CPELL97 actors_role: owner full_text_status: public series: Working Papers in Urban Language and Literacies number: 237 place_of_pub: London, UK pages: 26 editors_name: Rampton, B citation: Pelletier, C; Kneebone, R; Rutter, J; Copland, F; (2018) Learning safely from error: Reconsidering the ethics of simulation-based medical education through ethnography. (Working Papers in Urban Language and Literacies 237). School of Education Communication & Society, King's College London: London, UK. Green open access document_url: https://discovery.ucl.ac.uk/id/eprint/10044447/1/WP237_Pelletier_Kneebone_Rutter_Copland.pdf