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  -