TY - JOUR N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Ethnography and Education on 30/09/2015, available online: http://www.tandfonline.com/10.1080/17457823.2015.1087865. UR - http://dx.doi.org/10.1080/17457823.2015.1087865 ID - discovery1474768 JF - Ethnography and Education SP - 267 N2 - ?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. SN - 1745-7831 AV - public TI - Learning safely from error? Reconsidering the ethics of simulation-based medical education through ethnography Y1 - 2016/// VL - 11 EP - 282 KW - Mistakes KW - human factors KW - hospital ethnography KW - educational ethics KW - simulation-based medical education A1 - Pelletier, C A1 - Kneebone, R IS - 3 ER -