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Errors as allies: error management training in health professions education
  1. Aimee King1,2,
  2. Michael G Holder Jr1,3,
  3. Rami A Ahmed1,4
  1. 1Center for Simulation and Integrated Healthcare Education, Austen BioInnovation Institute in Akron, Akron, Ohio, USA
  2. 2Department of Psychology, University of Akron, Akron, Ohio, USA
  3. 3Department of Pediatric Emergency Medicine, Akron Children's Hospital, Akron, Ohio, USA
  4. 4Department of Emergency Medicine, Summa Akron City Hospital, Akron, Ohio, USA
  1. Correspondence to Dr Aimee King, Center for Simulation and Integrated Healthcare Education, Austin BioInnovation Institute in Akron, 47 N. Main Street, Akron, OH 44308, USA; aeking01{at}


This paper adopts methods from the organisational team training literature to outline how health professions education can improve patient safety. We argue that health educators can improve training quality by intentionally encouraging errors during simulation-based team training. Preventable medical errors are inevitable, but encouraging errors in low-risk settings like simulation can allow teams to have better emotional control and foresight to manage the situation if it occurs again with live patients. Our paper outlines an innovative approach for delivering team training.

  • Organizational theory
  • Medical error, measurement/epidemiology
  • Simulation
  • Team training

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