TY - JOUR
T1 - Changing morning report
T2 - Evaluation of a transition to an interactive mixed-learner format in an internal medicine residency program
AU - West, Colin P.
AU - Kolars, Joseph C.
AU - Eggert, Christoph H.
AU - Kennedy, Cassie C.
AU - Ficalora, Robert D.
PY - 2006/9
Y1 - 2006/9
N2 - Background: Morning report is an important conference for medical education, but direct comparisons of approaches to morning report have only rarely been reported. Description: During the 2003 to 2004 academic year, we conducted both our traditional single-learner-level morning report and a new highly interactive multiple-learner-level format. Attendees were rotating students, residents, and faculty on the inpatient general medicine services. Evaluation: We conducted anonymous surveys of participants to record their evaluations of the morning report formats. We received evaluations from 293 (60%) of 490 students, residents, and faculty. Students, 1st-year residents, and faculty preferred the mixed-learner model significantly more than did senior residents. Overall, more than 80% of participants rated the interactive multilevel format as good or very good when asked about content, discussion quality, level, and usefulness. Conclusions: An interactive morning report involving learners across multiple levels was well-received and has several educational benefits, with a greater emphasis on collaborative case discussion and active learning. Education leaders should remain open to experimenting with even the most well-established institutional traditions as they continuously reevaluate the effectiveness of teaching conferences.
AB - Background: Morning report is an important conference for medical education, but direct comparisons of approaches to morning report have only rarely been reported. Description: During the 2003 to 2004 academic year, we conducted both our traditional single-learner-level morning report and a new highly interactive multiple-learner-level format. Attendees were rotating students, residents, and faculty on the inpatient general medicine services. Evaluation: We conducted anonymous surveys of participants to record their evaluations of the morning report formats. We received evaluations from 293 (60%) of 490 students, residents, and faculty. Students, 1st-year residents, and faculty preferred the mixed-learner model significantly more than did senior residents. Overall, more than 80% of participants rated the interactive multilevel format as good or very good when asked about content, discussion quality, level, and usefulness. Conclusions: An interactive morning report involving learners across multiple levels was well-received and has several educational benefits, with a greater emphasis on collaborative case discussion and active learning. Education leaders should remain open to experimenting with even the most well-established institutional traditions as they continuously reevaluate the effectiveness of teaching conferences.
UR - http://www.scopus.com/inward/record.url?scp=33750989069&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33750989069&partnerID=8YFLogxK
U2 - 10.1207/s15328015tlm1804_10
DO - 10.1207/s15328015tlm1804_10
M3 - Article
C2 - 17144839
AN - SCOPUS:33750989069
SN - 1040-1334
VL - 18
SP - 330
EP - 335
JO - Teaching and learning in medicine
JF - Teaching and learning in medicine
IS - 4
ER -