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Purpose – The purpose of this paper is to explore specific instances of junior doctors’ responsibility.\udLearning is often understood to be a prerequisite for managing responsibility and risk but this paper\udaims to argue that this is insufficient because learning is integral to the management of responsibility\udand risk.\udDesign/methodology/approach – This is a “collective” case study of doctors designed to focus on the\udinterrelationships between individual professionals and complex work settings. The authors focussed on\udtwo key points of transition: the transition to beginning clinical practice which is the move from medical\udstudent to foundation training (F1) and the transition from generalist to specialist clinical practice.\udFindings – Responsibility in clinical settings is immediate, concrete, demands response and (in)\udaction has an effect. Responsibility is learnt and is not always apparent; it shifts depending on time of\udday/night and who else is present. Responsibility does not necessarily increase incrementally and can\uddecrease; it can be perceived differently by different actors. Responsibility is experienced as personal\udalthough it is distributed.\udOriginality/value – This detailed examination of practice has enabled the authors to foreground the\udparticularities, urgency and fluidity of everyday clinical practice. It recasts their understandings of\udresponsibility – and managing risk – as involving learning in practice. This is a critical insight\udbecause it suggests that the theoretical basis for the current approach to managing risk and\udresponsibility is insufficient. This has significant implications for policy, employment, education and\udpractice of new doctors and for the management of responsibility and risk

Responsibility matters: putting illness back into the picture