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December 10, 2014

Educational Opportunities With Postevent Debriefing

Author Affiliations
  • 1Children’s National Medical Center, Division of Emergency Medicine, George Washington University School of Medicine and Health Sciences, Washington, DC
  • 2New York Presbyterian Morgan Stanley Children’s Hospital of New York, New York, New York
  • 3Columbia University College of Physicians and Surgeons, New York, New York
  • 4Section of Emergency Medicine, Alberta Children’s Hospital, Calgary, Canada
  • 5University of Calgary, Calgary, Alberta, Canada

Copyright 2014 American Medical Association. All Rights Reserved. Applicable FARS/DFARS Restrictions Apply to Government Use.

JAMA. 2014;312(22):2333-2334. doi:10.1001/jama.2014.15741

In the busy clinical environment, clinicians often struggle to turn clinical events into learning opportunities. Educational methods in this setting should work within the time constraints of duty work hour restrictions, be tailored to the relevant educational needs of adult learners, and engage interprofessional partners whenever possible. These teaching moments should address the Accreditation Council for Graduate Medical Education (ACGME) core competencies and provide the educator with bidirectional learning opportunities as well. Seizing the educational potential of clinical events can be challenging for clinician-educators. Postevent debriefing is an underused educational mode that satisfies all of these goals.