Tyler J Loftus, Benjamin Shickel, Jeremy A Balch, Patrick J Tighe, Kenneth L Abbott, Brian Fazzone, Erik M Anderson, Jared Rozowsky, Tezcan Ozrazgat-Baslanti, Yuanfang Ren, Scott A Berceli, William R Hogan, Philip A Efron, J Randall Moorman, Parisa Rashidi, Gilbert R Upchurch, Azra Bihorac
Phenotype clustering in health care: A narrative review for clinicians
Frontiers in artificial intelligence
medical errors unfortunate certainty emotional psychological consequences patients health care providers standardized medical curriculum disclose medical errors patients peers exists novel heeal honestyempathyeducationapologyawarenesslessen chance future errors curriculum addresses gap medical education multimodality workshop 6hour twopart curriculum incorporated didactic standardized patient sp simulation education rapid cycle deliberate practice rcdp morning focused providerpatient error disclosure afternoon applied principles providerprovider peer discussion summative simulations sps evaluated learners skill baseline improvement formative simulations run expert simulation educators used rcdp provide realtime feedback opportunities adjustment medical knowledge measured pre postintervention multiplechoice questions learners confidence attitude towards medical errors disclosure surveyed pre postintervention assistance barriers error disclosure assessment tool revised addition several questions related providerprovider disclosure fourteen medical students participated pilot curriculum statistical significance demonstrated medical knowledge p 01 peerdisclosure skills p 001 confidence medical error disclosure p 001 although improvement patientdisclosure skills reach statistical significance p 05 curriculum addresses need designated training medical error disclosure learners gained knowledge skills confidence medical error disclosure recommend curriculum medical students preparing transition residency