How Do We Learn About Error? A Cross-Sectional Study of Urology Trainees

Area of Science:

• Medical Education
• Surgical Training
• Patient Safety

Background:

• Error disclosure (ED) is critical in surgical training for patient safety and learning.
• A gap often exists between trainees' intention to disclose errors and their actual behavior.

Purpose of the Study:

• To explore surgical trainees' experiences with error disclosure.
• To identify factors influencing the intention-behavior gap in error disclosure.

Main Methods:

• Qualitative descriptive study utilizing focus group interviews.
• Interpretivist methodology with Braun and Clarke's reflexive thematic analysis.
• Data analysis conducted using NVivo software.

Main Results:

• Seven key themes emerged regarding trainees' ED experiences and the intention-behavior gap.
• Factors influencing ED include workplace practices, training stage, interpersonal dynamics, blame perception, lack of formal training, culture, and medicolegal issues.
• Trainees acknowledge ED importance but are hindered by psychological, cultural, and medicolegal barriers.

Conclusions:

• Addressing psychological, cultural, and medicolegal barriers is essential for effective error disclosure.
• Training environments should emphasize role-modeling, experiential learning, reflection, and debriefing.
• Further research should expand the study of error disclosure across diverse medical and surgical specialties.