Purpose: Medical errors are common and can significantly impact both patients and clinicians. Studies have shown that physicians want to be informed of their errors and receive feedback to learn from errors and garner the support of their colleagues. 1,2 Further, feedback can result in increased error reporting as well as individual behavior change. 3,4 However, errors may be intercepted and corrected by other medical professionals, improving patient care but leaving a physician unaware of their involvement and vulnerable to repeating the same mistake. A survey of 400 attending physicians revealed that the majority wanted their peers to disclose errors to them so that they would not repeat the same mistake. However, they expected their peers to take this approach more than they would themselves. 5 It is unknown if similar behaviors and beliefs are held by resident trainees. Therefore, we aimed to assess pediatric residents’ attitudes toward and responses to errors made by their peers and determine if these are related to characteristics of the error (including severity or “near-miss”), individual characteristics (gender, postgraduate year [PGY]), or program culture (i.e., the perceived psychological safety of resident teams). We also sought to identify the barriers and facilitators to notifying peers of errors. Method: We developed an anonymous survey that included hypothetical scenarios in which a resident makes a cognitive error. Respondents were asked to rate the importance of their peer being aware of the error on a 5-point Likert scale, as well as identify the actions they would take if they discovered the error. Respondents answered the same questions imagining they had made the error themselves. Errors associated with no (near-miss), minor, or moderate harm to patients were included. Select demographic questions (gender and PGY) and a validated psychological safety scale were included. The survey was distributed to 4 pediatric residency programs of varying size and geographic location. Results: The survey was completed by 241/350 residents (69%). Overall, respondents reported that it was very important for residents to be notified of their errors (mean 4.4/5, SD 0.78), which increased with error severity (r = 0.259, P < .001) and when errors reached the patient (P < .001). Residents reported increased efforts to notify peers as error severity increased (r = 0.224, P < .001) and when errors reached the patient (P < .001). For all error types, respondents rated the importance of notification higher when they committed an error and wanted their peers to take greater effort to notify them. Responses did not significantly differ by PGY, gender, or psychological safety ratings. Facilitators of notification included perceiving an error as a learning opportunity and a resident’s own desire to be notified. Barriers included being unsure an error occurred, resident unavailability, and an error being a near-miss. Significance: The vast majority of pediatric residents believe it is very important that residents are made aware of errors that they have made, particularly if the error reaches a patient or if the error is severe. Residents felt greater importance to be notified and expected their peers to put in more effort to notify them of their own errors than they reported with notifying others. Near-misses were perceived as less important for notification and associated with a lower likelihood of notification. This is problematic, as near-misses comprise the majority of errors and are the most psychologically safe mistakes from which residents can learn. Residency programs should consider using near-misses as teaching opportunities and normalizing the discussion of these lower-stakes errors to facilitate individual and system learning. Further, as resident unavailability was an important barrier to notification, avenues to discuss errors outside of residents’ typical rotations should be explored.