Sorry, you need to enable JavaScript to visit this website.
Skip to main content
Study

Teaching but not learning: how medical residency programs handle errors.

Hoff T, Pohl H, Bartfield J. Teaching but not learning: how medical residency programs handle errors. J Organ Behav. 2006;27(7). doi:10.1002/job.395.

Save
Print
October 25, 2006
Hoff T, Pohl H, Bartfield J. J Organ Behav. 2006;27(7).
View more articles from the same authors.

This AHRQ–funded study directly observed residents and attendings in the medical intensive care unit and trauma surgery services at an academic medical center with the goal of examining responses to errors and near misses. The authors analyzed the positive and negative aspects of specific features of the physician work culture, including the "aloofness" of attending physicians, the emphasis on avoiding "surprises" in discussing clinical information, and "pimping" of residents by attendings. Although multiple errors and near misses were observed, these were generally not used as learning opportunities, as has been found in prior research. Specific techniques that encourage a learning culture, such as providing feedback and encouraging inquiry, were rarely used in response to errors.

Save
Print
Cite
Citation

Hoff T, Pohl H, Bartfield J. Teaching but not learning: how medical residency programs handle errors. J Organ Behav. 2006;27(7). doi:10.1002/job.395.

Related Resources From the Same Author(s)
Related Resources