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Implementing Emotional Debriefing in Pediatric Clinical Education

  • Amanda D. Osta
    Correspondence
    Address correspondence to Amanda D. Osta, MD, University of Illinois at Chicago, 840 S. Wood, MC 856, Chicago, IL 60612
    Affiliations
    Department of Pediatrics (AD Osta), University of Illinois at Chicago, Chicago, Ill; Department of Pediatrics (MA King), Saint Louis University School of Medicine, St. Louis, Mo; Department of Pediatrics (JR Serwint), Johns Hopkins University School of Medicine, Baltimore, Md; and Department of Pediatrics (SB Bostwick), Weill Cornell Medical College, New York, NY
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  • Marta A. King
    Affiliations
    Department of Pediatrics (AD Osta), University of Illinois at Chicago, Chicago, Ill; Department of Pediatrics (MA King), Saint Louis University School of Medicine, St. Louis, Mo; Department of Pediatrics (JR Serwint), Johns Hopkins University School of Medicine, Baltimore, Md; and Department of Pediatrics (SB Bostwick), Weill Cornell Medical College, New York, NY
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  • Janet R. Serwint
    Affiliations
    Department of Pediatrics (AD Osta), University of Illinois at Chicago, Chicago, Ill; Department of Pediatrics (MA King), Saint Louis University School of Medicine, St. Louis, Mo; Department of Pediatrics (JR Serwint), Johns Hopkins University School of Medicine, Baltimore, Md; and Department of Pediatrics (SB Bostwick), Weill Cornell Medical College, New York, NY
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  • Susan B. Bostwick
    Affiliations
    Department of Pediatrics (AD Osta), University of Illinois at Chicago, Chicago, Ill; Department of Pediatrics (MA King), Saint Louis University School of Medicine, St. Louis, Mo; Department of Pediatrics (JR Serwint), Johns Hopkins University School of Medicine, Baltimore, Md; and Department of Pediatrics (SB Bostwick), Weill Cornell Medical College, New York, NY
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Published:October 18, 2018DOI:https://doi.org/10.1016/j.acap.2018.10.003

      Abstract

      Challenging situations and intense emotions are inherent to clinical practice. Failure to address these emotions has been associated with health care provider burnout. One way to combat this burnout and increase resilience is participation in emotional debriefing. Although there are many models of emotional debriefings, these are not commonly performed in clinical practice. We provide a guide for implementing emotional debriefing training utilizing the American Academy of Pediatrics Resilience Curriculum into clinical training programs, with a focus on preparing senior residents and fellows to act as debriefing facilitators. Senior residents and fellows can provide in-the-moment emotional debriefing which allows for greater health care provider participation, including medical students and other pediatric trainees. Training of senior residents and fellows may allow more frequent emotional debriefing and in turn may help to improve the resilience of pediatricians when they face challenging situations in clinical practice.

      Keywords

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