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Related Concept Videos

Groupthink01:34

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When in group settings, we are often influenced by the thoughts, feelings, and behaviors around us. Groupthink is another phenomenon of conformity where modification of the opinions of members in a group aligns with what they believe is the group consensus (Janis, 1972). In such situations, the group often takes action that individuals would not perform outside the group setting because groups make more extreme decisions than individuals do. Moreover, groupthink can hinder opposing trains of...
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Systematic Error: Methodological and Sampling Errors01:15

Systematic Error: Methodological and Sampling Errors

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Related Experiment Video

Updated: Jul 10, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Making mistakes in practice. Developing a consensus statement.

E M Kennedy1, S R Heard

  • 1Royal Australian College of General Practitioners Training Program, Darwin Northern Territory. kennedy@flinders.edu.au

Australian Family Physician
|April 17, 2001
PubMed
Summary
This summary is machine-generated.

Mistakes are common in medical training. This study developed a reference statement for managing errors in general practice training, emphasizing reflection and learning for better patient care.

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Area of Science:

  • Medical Education
  • General Practice Training
  • Patient Safety

Background:

  • Medical errors are an inherent part of clinical practice.
  • Effective management of mistakes is crucial in training environments.
  • The Royal Australian College of General Practitioners (RACGP) Training Program in the Northern Territory (NT) identified a need for standardized error management.

Purpose of the Study:

  • To establish a consensus-based reference statement for managing mistakes within general practice training.
  • To define clear roles and responsibilities for registrars, supervisors, and patients regarding error management.
  • To improve the learning and reflective processes following medical errors in training.

Main Methods:

  • Focus groups were conducted during workshops.
  • Participants included general practice registrars and supervisors in the NT.
  • Representatives from the Consumer Reference Group and Top End Division of General Practice were involved.

Main Results:

  • A comprehensive reference statement on managing mistakes was developed.
  • A mutually agreed-upon list of duties for registrars, supervisors, and patients was established.
  • The process facilitated shared understanding and accountability.

Conclusions:

  • Mistakes are an unavoidable aspect of medical practice with potential impacts on all stakeholders.
  • Appropriate responses and opportunities for reflection are key to minimizing adverse effects of errors.
  • Prioritizing the discussion and management of mistakes in medical education is recommended.