Abstract
BackgroundResident-led morning report is an integral part of most residency programs and is ranked among the most valuable of educational experiences. The objectives of this study were to evaluate the effect of a resident-as-teacher educational intervention on the educational and teaching experience of morning report.MethodsAll senior internal medicine residents were invited to participate in this study as teaching participants. All internal medicine residents and clerks were invited to participate as audience participants. The educational intervention included reading material, a small group session and feedback after teaching sessions. The educational and teaching experiences were rated prior to and three months after the intervention using questionnaires.ResultsForty-six audience participants and 18 teaching participants completed the questionnaires. The degree to which morning report met the educational needs of the audience was higher after the educational intervention (effect size, d = 0.26, p = 0.01). The perceptions of the audience were that delivery had improved and that the sessions were less intimidating and more interactive. The perception of the teaching participants was that delivery was less stressful, but this group now reported greater difficulty in engaging the audience and less confidence in their medical knowledge.ConclusionFollowing the educational intervention the audience's perception was that the educational experience had improved although there were mixed results for the teaching experience. When evaluating such interventions it is important to evaluate the impact on both the educational and teaching experiences as results may differ.
Highlights
Resident-led morning report is an integral part of most residency programs and is ranked among the most valuable of educational experiences
The degree to which morning report met the educational needs of the audience was significantly higher after the educational intervention the effect size was relatively small (d = 0.26)
Following the educational intervention the perceptions of the audience were that delivery of the morning report teaching sessions had improved and that the sessions were less intimidating and more interactive
Summary
Resident-led morning report is an integral part of most residency programs and is ranked among the most valuable of educational experiences. The objectives of this study were to evaluate the effect of a resident-as-teacher educational intervention on the educational and teaching experience of morning report. Morning report is an integral part of most medical residency programs across North America. The format is typically a presentation of a recent clinical case and discussion of this case led by one or more residents with attending physicians, residents, and medical students participating in the case discussion. The impetus for change has been supported by surveys showing that residents feel education should be the primary purpose of morning report [2]. A (page number not for citation purposes). Type of educational intervention Predisposing intervention http://www.biomedcentral.com/1472-6920/6/20
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
