Learning safely from error: Reconsidering the ethics of simulation-based medical education through ethnography

Citation

Pelletier C, Kneebone R, Rutter J, Copland F, Mumford C, Murdoch J, Pulvermacher Y, Cito PC & Swinglehurst D (2017) Learning safely from error: Reconsidering the ethics of simulation-based medical education through ethnography. Working Papers in Urban Language and Literacies, 237. The Centre for Language, Discourse & Communication. https://www.kcl.ac.uk/ecs/research/research-centres/ldc/publications/workingpapers/search

Abstract
This dialogical working paper results from the annual e-seminar of the Linguistic Ethnography Forum (LEF), which took place online between 1st & 22nd June 2017. It focuses on Caroline Pelletier and Roger Kneebone’s 2016 article, ‘Learning Safely from error? Re-considering the ethics of simulation-based medical education through ethnography’ (Ethnography and Education, 11.3). The article is an ethnography of simulation-based education in four London teaching hospitals, and it focuses on how mistakes in clinical professional practice are identified and discussed verbally. This is then followed by a discussion with respondents from different disciplinary perspectives, including sociology, health services research, organisational studies, education research and clinical communication. The contributors to this interaction are Jason Rutter & Fiona Copland, Caroline Pelletier, Clare Mumford, Jamie Murdoch, Yael Pulvermacher, Parmênio Camurça Citó and Deborah Swinglehurst.