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1003_SHSO_Clinical Debriefing for Medical Educators_Live
Description:
This faculty development course addresses the gap between the recognized value of structured debriefing and its inconsistent use in inpatient GME settings at Sutter Health. Designed for busy clinical educators, the course equips faculty with efficient, evidence-informed frameworks to integrate brief, high-yield debriefings into daily workflows. Participants will learn how to foster psychological safety, promote reflective practice, and enhance clinical reasoning and patient safety through practical, time-conscious debriefing techniques. Emphasis is placed on real-world application, enabling faculty to confidently lead structured debriefs even in time-constrained environments.
Assembly Bills 1195 & 241- Culturally Appropriate Care which is Free of Implicit Biases:
Learners are strongly encouraged to engage in self-directed learning related to the impact of implicit biases in this clinical area via the references provided below:
Social Determinants of Health (SDOH)/Cultural or Linguistic Considerations:
- Pool, N., Hluwood, J., & Henry, M. (2025). Development of a Social and Structural Determinants of Health Clinical Debriefing Guide. Journal of Nursing Education, 64(9), e140-e143. https://doi.org/10.3928/01484834-20250108-10
Implicit Bias Considerations (as it relates to the content):
- Meguerdichian, M.J., Trottier, D.G., Campbell-Taylor, K., Bentley, S., Bryant, K., Kolbe, M., Grant, V., Cheng, A., & Meguerdichian, M. (2024). When common cognitive biases impact debriefing conversations. Advances in Simulation, 9(1), 1-8. https://doi.org/10.1186/s41077-024-00324-0
- Rodriguez, N., Kintzer, E., List, J., Lypson, M., Grochowalski, J.H., Marantz, P.R., & Gonzalez, C.M. (2021). Implicit Bias Recognition and Management: Tailored Instruction for Faculty. Journal of the National Medical Association, 113(5), 566-575. https://doi.org/10.1016/j.jnma.2021.05.003
Target Audience
Physicians (MD or DO)
Other Healthcare Professionals
Students of Health Professions
Learning Objectives
Upon completion of this learning activity, participants should be able to:
1. Describe the role of structured debriefing in supporting clinical reasoning, reflective learning, patient safety, and well-being within inpatient GME settings
2. Identify common barriers to debriefing in time-constrained clinical environments and strategies to overcome them
3. Apply at least one practical, structured debriefing framework during inpatient care activities
4. Demonstrate techniques to create psychological safety and promote learner engagement during debriefing conversations 5. Integrate brief, high-impact debriefing practices into routine clinical workflows to enhance trainee learning opportunities 6. Identify at least two other stakeholders within their local hospital with whom to engage and collaborate
Disclosure of Financial or In-Kind Commercial Support & Conflict of Interest
No one involved in the planning or presentation of this educational activity have any relevant financial relationship(s) to disclose with ineligible companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients. No financial or in-kind commercial support was received to produce or promote this educational activity.
– Provider Designee/Verification: Fozia Ferozali, Ed.D.
John Dodson, MA, CPTD
Leland Bourdon, MD
In support of improving patient care, Sutter Health, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.
Credit Designation Statement
Sutter Health designates this LIVE activity for a maximum of 1.00 AMA PRA Category 1 Credits™ for physicians. Learners should claim only the credit commensurate with the extent of their participation in the activity.
Note to Other Disciplines: Non-Physician Participation Credit Continuing Medical Education is acceptable for meeting the continuing education requirements for Pharmacists, Physician Assistants, Psychologists, Registered Nurses, and Respiratory Care Practitioners. For other disciplines, please check with the regulatory board for your discipline to confirm what type of credits meet the continuing education requirements. Continuing education hours for nurses accredited by ANCC, via Joint Accreditation.
Available Credit
- 1.00 AMA PRA Category 1 Credit™
Physician Credit
Sutter Health designates this Live activity for a maximum of 1.00 AMA PRA Category 1 Credit™ for physicians. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
- 1.00 Non-Physician Participation Credit
Sutter Health designates this Live activity for a maximum of 1.00 Non-Physician Participation Credit. Non-Physicians should claim only the credit commensurate with the extent of their participation in the activity.
AMA PRA Category 1 Credits HOURS™ Continuing Medical Education is acceptable for meeting the continuing education requirements for Pharmacists, Physician Assistants, Psychologists, Registered Nurses, and Respiratory Care Practitioners. For other disciplines, please check with the regulatory board for your discipline to confirm what type of credits meet the continuing education requirements. Continuing education hours for nurses accredited by ANCC, via Joint Accreditation.