{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,25]],"date-time":"2026-09-25T17:08:28Z","timestamp":1790356108358,"version":"4.1.0"},"reference-count":20,"publisher":"Oxford University Press (OUP)","license":[{"start":{"date-parts":[[2026,9,25]],"date-time":"2026-09-25T00:00:00Z","timestamp":1790294400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/academic.oup.com\/pages\/standard-publication-reuse-rights"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Clinical trainees often make decisions without ever learning how the patient\u2019s story ended. We call the cumulative educational deficit created by these unfinished cases closure debt. It is distinct from continuity of care, continuity of supervision, feedback, and diagnostic error education. Closure debt emerges when contemporary training systems separate decisions from endings through shift work, frequent rotations, handovers, shared ownership, weak case attribution, and poorly designed access to outcome information.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Argument<\/jats:title>\n                    <jats:p>We argue that missing endings weaken diagnostic calibration, reflective practice, professional accountability, and systems learning. We also advise against indiscriminate follow-up. Outcome information can create hindsight bias, distort assessment, overload learners, and become punitive if returned without structure, context, and psychological safety. We propose a selective closure system for postgraduate training: identify high-yield cases, attribute them meaningfully to learners or teams, generate concise outcome digests, prompt brief structured reflection, provide coached interpretation when needed, and separate developmental closure from summative scoring.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Closure should be treated as a designed feature of clinical education rather than a matter of individual curiosity or chance. Medical education does not require universal follow-up of every patient; it requires reliable closure for the right cases, in the right format, protected from the wrong uses. Designing for closure may help training programmes reconnect exposure with consequence and make clinical learning more honest, developmental, and more aware of system effects across rotations, placements, and busy clinical learning environments.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1093\/postmj\/qgag139","type":"journal-article","created":{"date-parts":[[2026,9,15]],"date-time":"2026-09-15T12:01:14Z","timestamp":1789473674000},"source":"Crossref","is-referenced-by-count":0,"title":["Closure debt: the hidden educational deficit of fragmented clinical training"],"prefix":"10.1093","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6914-7401","authenticated-orcid":false,"given":"Waseem","family":"Jerjes","sequence":"first","affiliation":[{"name":"School of Public Health, Faculty of Medicine, Imperial College London , White City Campus, 90 Wood Lane, London ,","place":["United 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