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Related Experiment Video

Updated: Jul 31, 2025

Using a Virtual Reality Walking Simulator to Investigate Pedestrian Behavior

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Published on: June 9, 2020

Residents, Responsibility, and Error: How Residents Learn to Navigate the Intersection.

Lisa Shepherd¹, Stephanie Chilton², Sayra M Cristancho³

¹L. Shepherd is professor, Division of Emergency Medicine, Department of Medicine, Centre for Education Research and Innovation, Western University, London, Ontario, Canada.

Academic Medicine : Journal of the Association of American Medical Colleges

|May 5, 2023

Summary

Residents learn to manage medical errors through evolving understanding and support systems. This study explores their emotional journey and development in handling patient safety incidents during postgraduate training.

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Area of Science:

Medical Education
Patient Safety
Qualitative Research

Background:

Canadian postgraduate education mandates residents disclose and manage medical errors.
The emotional and developmental aspects of residents navigating medical errors are underexplored.

Purpose of the Study:

To examine how residents experience medical errors.
To understand how residents learn to take responsibility for patients affected by medical errors.

Main Methods:

Semistructured interviews with 19 residents across various specialties.
Constructivist grounded theory with iterative data collection and analysis.
Constant comparative analysis to identify emergent themes.

Main Results:

Residents' conceptualization of error evolved throughout their training.
A framework emerged for residents' self-care and patient care post-error.
Key influences included role modeling, workplace challenges, and seeking emotional support.

Conclusions:

Supporting residents clinically and emotionally after errors is crucial.
Formal training and explicit discussions on error management are needed.
Graded independence in error management should be fostered, not avoided.