Debriefing after clinical events is an important opportunity for critical learning, process improvement, and enhancing team communication. This systematic review of 21 studies synthesized findings regarding the attributes and evidence supporting the use of clinical debriefing tools. While all of the evaluated tools included points related to education and evaluation, few tools included a process for implementing change or addressed staff emotions. The authors include recommendations for clinicians, educators and researchers for teaching, implementing and evaluating clinical debriefing tools.

The discovery of a high medication prescribing error rate among physician trainees in the United Kingdom led to recommendations for developing a standardized prescription chart for hospitalized patients. This study found that both individual physician factors as well as the design of the prescription chart appeared to influence prescribing error rates.

This study used an error-modeling system initially devised by Dr. James Reason as a framework to describe and categorize observed team-based errors. The four types of errors classified were skill-based slips and lapses, rule-based mistakes, knowledge-based mistakes, and violations.

This qualitative study explores the role of situational awareness, the authority gradient, and physician's emotional state on how new medical residents respond to emergency situations.