Medical error lives a new life, and medical pedagogy is called into question as an individual dimension and as an appropriate institutional characterization to mature reflections, to advance reactive corrections and proactive solutions, and to disseminate them neatly along the chain of humans and organizations, that is, along the intersecting paths of the best individual knowledge and the best social knowledge.
To accomplish this task, medical pedagogy must equip itself as didactics and as education, certain that the most difficult art is not to avoid error but to know how to work with error to learn from error and to know how to transmit this teaching to others.