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Related Experiment Video

Updated: Jun 19, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Supporting Health Care Professions Learners Experiencing Grief Using the TEARS Framework: A Workshop for

Hadley M Bloomhardt¹, Sarah Tremallo², Hui-Wen Sato³

¹Attending Physician, Pediatric Advanced Care Team, Boston Children's Hospital/Dana Farber Cancer Institute; Instructor of Pediatrics, Harvard Medical School.

Mededportal : the Journal of Teaching and Learning Resources

|June 18, 2026

Summary

Health professions educators can now better support grieving learners using the new TEARS framework. This training increased educator confidence and led to practical application of grief processing strategies.

Keywords:

Burnout Compassion Fatigue End of Life/Palliative Care Grief Interprofessional Education Mental Health/Well-being Trainees

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Last Updated: Jun 19, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Area of Science:

Medical Education
Grief Counseling
Healthcare Professional Development

Background:

Healthcare professionals frequently encounter grief, yet formal education on processing these experiences is lacking.
Learners in health professions are especially vulnerable to emotional distress and may lack coping mechanisms.
A structured approach is needed to equip educators to support learners experiencing grief.

Purpose of the Study:

To introduce and evaluate a novel workshop designed to help health professions educators support learners experiencing grief.
To assess the effectiveness of the Turn Inward, Explore, Acknowledge, Resources, and Support (TEARS) framework in an educational setting.

Main Methods:

A 1-hour virtual workshop was delivered to interprofessional health professions educators at two pediatric institutions.
The TEARS framework was introduced, and participants' comfort, intended behavior change, and framework utilization were assessed via surveys.
Longitudinal follow-up at 3 months evaluated the sustained use of the TEARS framework.

Main Results:

121 educators participated, with 80% intending to change teaching practices and 64% feeling more confident supporting grieving learners post-workshop.
At 3-month follow-up, 86% reported using at least one TEARS component, primarily "turning inward" and "acknowledging."
Time constraints and lack of applicable incidents were identified as barriers to implementation.

Conclusions:

Health care professional grief is a critical, underdiscussed issue presenting an educational opportunity for professional sustainability.
The TEARS framework workshop demonstrated success in increasing educator comfort, intent to change behavior, and framework application.
Future work should expand this educational initiative to diverse contexts and evaluate its impact on learners.