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    Teach, don’t shame: clinical feedback that builds empathySwap shaming for teaching in clinical feedback. Use scripts, SBI with feedforward, self-assessment, and clear reporting to build empathy.Med school admissions and empathy: measure or teach?Should med schools measure empathy or teach it? Use modest, multi‑source selection, then train observable micro‑skills.Phone triage after Naomi Musenga: tone and escalationHow to run an emergency call: voice tone, concise question flow, red flags, and when to escalate under uncertainty. Checklists and scripts for dispatchers.Martha’s Rule: listen to families and escalate earlyHow to treat family concerns as safety signals, when and how to escalate deterioration, and how to document and communicate clearly under pressure. For teams.Josie King: when parents flag decline—how to halt errorsPractical steps for clinicians when parent concerns conflict with the plan: read-backs, clear ownership, pausing procedures, and high-risk med checklists.Lewis Blackman: Hierarchy, Reassurance, No EscalationLessons from the Lewis Blackman case: spot atypical post‑op signs, listen to families, and escalate care using clear SBAR language.Elaine Bromiley (2005): Airway crisis and leadershipPractical takeaways from the Elaine Bromiley case: explicit leadership, assertive scripts, and team structure that reduce hypoxia time during airway crises.