A conceptual model to inform the design of healthcare simulations that promote errors as a catalyst for learning: A discussion paper.

Background: Previous studies have demonstrated that students who are engaged in learning tasks and make errors before receiving instruction on how to complete them, achieve better learning outcomes than students who first receive instruction and then complete the learning activities with the aim of avoiding errors. Although simulation literature often refers to errors as learning opportunities, to date, there is limited understanding of how pedagogical approaches that promote learning from errors can guide the design of simulation-based learning in healthcare education.

Aims: To (a) present the Learning from Errors conceptual model; and (b) provide an example of how educators can use this model.

Healthcare students' perceptions and experiences of making errors in simulation: An integrative review.

Background: Research literature suggests that learning from mistakes facilitates news insights and leads to professional development. The significant growth in the use of simulation-based learning is premised on the understanding that in this context learners can make and learn from their errors without negatively impacting real patients. However, studies also suggest that making errors can be emotionally detrimental to learners.