How theories of workplace learning may contribute to reducing diagnostic error

Abstract

Introduction The enquiry explores how workplace learning may contribute to resolving diagnostic error. Diagnostic error is a frequent and significant problem in healthcare but has a low profile and is considered the next frontier of patient safety. Clinicians are exposed to diagnostic error at work but there is no abstract discussion or education therefore knowledge is predominantly acquired through work. This enquiry aims to examine the separate theoretical bases of diagnostic error and workplace learning, then explore the interplay between these areas to identify how workplace learning may contribute to reducing diagnostic error. Research Aim: To explore how theories of workplace learning may contribute to reducing diagnostic error Research Objectives: 1. To identify the components of the current models of diagnostic error 2. To review the theories of workplace learning 3. To analyse current diagnostic error solutions using workplace learning theory 4. To outline how workplace learning theory may contribute to future solutions for diagnostic error Methodology The broad study aims were optimally served by literature review but conventional identification of literature did not serve the enquiry well due to the rapidly changing definition and knowledge of diagnostic error. An unfolding, practical design was adopted to serve the study aims. Diagnostic error Diagnostic error is multifactorial with both cognitive and system-based causes. Solutions are reactive and do not adhere to an overarching plan (because none exists). Workplace learning Formal and informal learning contribute to workplace knowledge leading to explicit and implicit knowledge. This is acquired through predominantly experiential learning modes. How workplace learning may contribute to reducing diagnostic error Current solution encompass formal learning and explicit knowledge which are less likely to be effectual than informal learning leading to implicit knowledge. Future solutions should absorb this concept and aim for contextual and cognitive fidelity to the workplace. Conclusions Reducing diagnostic error will take many different solutions but workplace learning theory suggests that informal learning and implicit knowledge formation may be effective. Awareness may need to start through formal learning then reinforce within the workplace. This has implications for improving other generic skills.