Turning Mistakes into Momentum by Building a Culture of Safety 

In medical and health professions education, mistakes are inevitable, both in the learning process and in clinical practice. Cultures of error and cultures of emotional safety involve making it safe for learners to take risks, answer questions, and occasionally be wrong without fear of embarrassment. By doing so, we communicate that errors and emotional responses to them are a natural and expected part of growth, not something to hide or fear. Reframing how we manage the emotional impact of mistakes can support reduction of second victim syndrome, which refers to the emotional burden healthcare professionals may feel after adverse or unexpected patient care outcomes. 

In high-stakes learning environments like medicine, a culture of error supports psychological safety, a key driver of team performance and well-being. Mistakes are acknowledged, explored, and learned from. When learners believe they can be wrong without shame, they are more willing to speak up, try new skills, and reflect on their performance. How we, as educators, respond to mistakes can enhance or impede the learning environment. 

When learners make mistakes, our response matters. In clinical teaching, a learner’s mistake may quickly become the educator’s responsibility. This can be stressful, but it is also a powerful opportunity to impact future practice. Effective error management in medical and health professions education requires balancing patient safety with supportive learning. By modeling a calm, constructive approach to mistakes, we help learners stay engaged. Some strategies include: 

As educators, our own mistakes can be just as impactful as those of our learners. How we handle them models professional identity, emotional regulation, and humility. In simulation-based settings, openly acknowledging and exploring mistakes builds trust and deepens learning. In clinical learning environments, these same principles apply: 

Anticipating common learner errors and addressing them proactively can help prevent future mistakes and normalize discussion about them. You might: 

In the end, our goal as educators is not to eliminate error but to make it productive and support patient safety by modeling openness, emotional steadiness, and curiosity in the face of mistakes. How will you embrace strategies to support cultures of emotional safety in your teaching?