Changing morning report: Evaluation of a transition to an interactive mixed-learner format in an internal medicine residency program

Colin P. West, Joseph C. Kolars, Christoph H. Eggert, Cassie C. Kennedy, Robert D. Ficalora

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)330-335
Number of pages6
JournalTeaching and learning in medicine
Volume18
Issue number4
DOIs
StatePublished - Sep 1 2006

ASJC Scopus subject areas

  • Education

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