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  • Patients and families as teachers: a mixed methods assessment of a collaborative learning model for medical error disclosure and prevention

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Patients and families as teachers: a mixed methods assessment of a collaborative learning model for medical error disclosure and prevention
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Authors

  • Thorsten Langer Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Boston, Massachusetts, USA Department for Neuropediatrics and Muscular Disorders, Universitätsklinikum Freiburg, Freiburg, Germany PubMed articlesGoogle scholar articles
  • William Martinez Division of General Internal Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA PubMed articlesGoogle scholar articles
  • David M Browning Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Boston, Massachusetts, USA PubMed articlesGoogle scholar articles
  • Pamela Varrin Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Boston, Massachusetts, USA PubMed articlesGoogle scholar articles
  • Barbara Sarnoff Lee Department of Social Work, Beth Israel Deaconess Medical Center, Boston, Massachusetts, USA PubMed articlesGoogle scholar articles
  • Sigall K Bell Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Boston, Massachusetts, USA Department of Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts, USA PubMed articlesGoogle scholar articles
  1. Correspondence to Dr Thorsten Langer, Department for Neuropediatrics and Muscular Diseases, Center for Pediatrics and Adolescent Medicine, University Medical Center Freiburg, 79106 Freiburg, Germany; thorsten.langer{at}uniklinik-freiburg.de
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Citation

Langer T, Martinez W, Browning DM, et al
Patients and families as teachers: a mixed methods assessment of a collaborative learning model for medical error disclosure and prevention
BMJ Quality & Safety 2016;25:615-625.

Publication history

  • Received April 12, 2015
  • Revised February 27, 2016
  • Accepted March 5, 2016
  • First published June 22, 2016.
Online issue publication 
September 06, 2016

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