As a medical student, my education has largely been divided into two different schools of teaching: didactic classroom instruction and hands-on apprenticeship. The balance between these two components has shifted towards the latter as I have progressed in my education. For example, we first learn about the anatomy and physiology of the heart, then progress to learn about the textbook presentation and patho-physiology as well as treatments of processes such as congestive heart failure. Then as upper years we encounter patients who are faced with these conditions and are tasked with using our knowledge base to provide appropriate care and treatment. In my experience, it is this last component that truly solidifies a student’s knowledge and competency in a particular topic. However, this system doesn’t exist for root cause analysis and other similar systems of recognizing and fixing the underlying causes of medical errors.
"Near Miss Root Cause Analysis Reflection,"
Collaborative Healthcare: Interprofessional Practice, Education and Evaluation (JCIPE): Vol. 8
, Article 5.
Available at: http://jdc.jefferson.edu/jcipe/vol8/iss1/5