摘要：AbstractIn this article we show how teaching by simulation, in our Center for Medical Simulation, has given us the opportunity to see errors as a valuable educational tool. We use a descriptive method to demonstrate how errors may sometimes be useful in achieving educational goals, and how this may not always be the case. In this paper we distinguish between the types of errors and the moments at which they occur, as well as the importance of assessing how competent the students are, and how difficult the activity is. This analysis will allow us to see that teaching through simulation enables us to act continuously on errors in a controlled manner and according to our training criteria. Successful teaching requires knowledge of the most common mistakes in procedures or interventions, which must be displayed at the right time. Taking into account human beings’ capacity to make mistakes with relative ease, we must find ways to protect the safety of the patient, as well as to allow learners to acquire the skills needed to prevent these mistakes occurring later in real life. This means that teachers have to reflect and self-assess their performance and accept being evaluated by their colleagues and students, an attitude which is very valuable in the training of their students. We conclude by highlighting some indicators that may be appropriate in education to ensure that mistakes do not get through to the patient
