#ACGME2026 Marvin R. Dunn Keynote Address: Why Psychological Safety and Teaming Matter
Renowned organizational behavior expert and thought leader on psychological safety Amy Edmondson, PhD took to the stage at the #ACGME2026 to deliver a thought-provoking Marvin R. Dunn Keynote Address entitled, Why Psychological Safety and Teaming Matter in Medical Education.
From the moment she began speaking, Dr. Edmondson’s warmth, wit, and clarity captivated the audience. With a balance of compelling data, relatable examples, and well‑timed humor, she delivered a message that resonated deeply with educators and leaders responsible for preparing the next generation of physicians.
Embracing Humility in Leadership
Early in her address, Dr. Edmondson challenged leaders to humbly accept two fundamental truths: Anyone’s voice, regardless of role or rank, can make a meaningful impact, and no system or individual is ever completely error‑proof. In high‑stakes environments like medical education, she said, this acknowledgment is not a weakness, but a prerequisite for learning and improvement.
These ideas were reinforced with engaging visuals and moments of levity that prompted both laughter and knowing nods across the room. Her delivery made it clear that psychological safety is not an abstract concept, but a lived experience shaped by daily interactions.
Redefining Psychological Safety
One of the most powerful clarifications was Dr. Edmondson’s assertion that psychological safety is not about “being nice” or lowering standards. Rather, she stressed, it is about creating a shared sense of permission for candor, where questions, concerns, and ideas can be voiced without fear. This openness, she explained, enables higher‑quality conversations and better outcomes, especially in learning‑intensive fields like medicine.
She defined accountability as a sense of psychological ownership, emphasizing that excellence requires both safety and responsibility. When psychological safety intersects with mutual accountability for high standards, teams enter what she described as the optimal “learning zone” where growth, innovation, and performance thrive.
Importantly, Dr. Edmondson reminded the audience that psychological safety is not the final destination. Instead, she said, it is a critical step along the journey toward achieving organizational and educational goals, not an end in itself.
Teaming and Innovation
In a particularly engaging moment, Dr. Edmondson polled the audience, asking whether they believed teams with varying knowledge and experiences outperform more homogeneous teams. She then shared research demonstrating that teams with differences in experience consistently “knock it out of the park” when it comes to innovation.
This finding underscored the importance of intentional teaming in medical education, where complex problems demand multiple perspectives. When supported by psychological safety, teams are better equipped to adapt, innovate, and learn from uncertainty.
The Leader's Role in Building Safety
Dr. Edmondson highlighted three leadership behaviors that are essential to fostering psychological safety: framing the work; inviting participation; and responding productively. Together, these actions signal respect, curiosity, and openness, which are qualities that encourage learners and colleagues to speak up.
Through vivid illustrations, she reinforced the idea that failure is a natural and unavoidable part of developing skills and teams. Rather than treating failure as something to hide or lament, leaders should view it as an opportunity to learn. This message tied back to her earlier reminder that, no matter how well prepared we are, things can and likely will go wrong.
Rethinking Input and Failure
Another thought‑provoking concept was the distinction between consent and consensus. Dr. Edmondson encouraged leaders to seek consent—allowing individuals autonomy and voice—rather than assuming consensus or defaulting to the status quo. This approach respects individual perspectives, while still enabling progress.
She also offered a clear and relatable framework for understanding different types of failure: basic failures stemming from lack of knowledge; complex failures caused by systemic or multifactor issues; and intelligent failures that result from thoughtful experimentation. Understanding these distinctions, she noted, can help leaders respond more effectively and fairly.
Closing with Curiosity and Humility
Dr. Edmondson concluded her talk by sharing a simple but profound reminder: “It’s hard to learn if you already know.” The statement encapsulated her call for curiosity and humility, qualities essential for educators, learners, and leaders alike.
Following the Keynote, attendees lined up to ask questions, eager to apply Dr. Edmondson’s insights within their own organizations.