Abstract
This concluding chapter defends the importance of education and training in the nurture and regulation of safe behaviour in healthcare. Pedersen suggests that curriculums and training programmes should approach patient safety not only as system engineering, but as inseparably connected with practical types of knowledge, acting with uncertainty, the ability to use guidelines with discernment in concrete clinical situations and the inculcation of safety dispositions, practical routines and a critical sense. The book ends by advancing a return to a more normative understanding of medical practice where evaluating, taking responsibility for and forgiving or blaming medical errors within the medical community is approached as a fundamentally moral structure that supports learning through modification of dispositions and the establishment of limits of office.
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Notes
- 1.
Contemporary uses of performativity, particularly in its poststructuralist version represented in, for instance, Judith Butler’s feminist theory, are quite far from the rather practical and commonsensical Deweyian approach to the concept. This suggestion is in line with Paul du Gay’s argument that recent approaches to performativity seek to establish it as a transcendental truth claim, rather than a useful way to engage with certain empirical phenomena (Du Gay 2010).
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Pedersen, K.Z. (2018). Patient Safety as Trained Dispositions and Moral Education. In: Organizing Patient Safety. Health, Technology and Society. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-53786-7_9
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