Decreased hospital length of stay associated with presentation of cases at morning report with librarian support

Banks, Daniel E.; Shi, Runhua; Timm, Donna F.; Christopher, Kerri Ann; Duggar, David; Comegys, Marianne; McLarty, Jerry

doi:10.3163/1536-5050.95.4.381

Cited by 61 publications

(54 citation statements)

References 22 publications

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“…The decisions made for the last night patients are usually discussed in the Socratic manner. Presentation of cases at morning report sessions results in a significant shortened length of stay confirmed in several studies [8,11]. Multiple studies have shown, the morning report case presentation with focused questions, has got numerous advantages including shorter duration of admission, clarifying the complicated cases [12], diagnosis change and covering educational objectives [13].…”

Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

“…Introducing the status of new patients in educational sessions result in a thoughtful challenge of critical thinking and decision-making [6,7]. Studies have shown that proper and systematic presentation of cases lead to reduced patient`s length of stay in the hospital and costs [8].Regarding the duration of a case presentation, the results of a study revealed that most faculty members and students at different levels believed that the ideal time is 5 minutes [9]. Proper case presentation is defined as determining and flagging the main issues for each patient, which might be taught.…”

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confidence: 99%

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The Necessity of Proper Case Presentation in Educational Sessions

Yazdani¹,

Arab²,

Noghabaei³

et al. 2014

nova-jmbs

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Morning report sessions are for sure the best known case-based educational meetings in the history of medical education. This study is aimed to evaluate the proper case presentation in such sessions. Seventy three morning report sessions in different wards of five main hospitals of a type-1 university were evaluated regarding the number of the cases, duration of each presentation, availability of 24-hour admission lists and seven quality indices of proper case presentation. The Mean number of the cases was 3 and the mean duration of case presentation was 4 minutes. The Total score of quality indices was 82%, while the Total score of the availability of admission list of cases was 50%. In the present study, the different aspects of proper case presentation were revealed in the studied university. Keywords: Education, Medical; Patient Care; Students IntroductionThe basic purpose of case presentation during morning report sessions is teaching skills in medicine in a practice-based way. In this way, students improve their competencies and in a framework of learning objectives [1][2][3][4]. As the case is presented and summarized, differential diagnosis is explored; and the plan for further evaluation and management is discussed. The plan is to expand the educational opportunity of learning from the case that comes with each patient presentation. There are wide differences among patients' diagnosis at the hospital admission time. Properly conducting such a process will help students to learn more about it. The final proper diagnosis looks like a goal with a pathway including deep understanding [5]. Introducing the status of new patients in educational sessions result in a thoughtful challenge of critical thinking and decision-making [6,7]. Studies have shown that proper and systematic presentation of cases lead to reduced patient`s length of stay in the hospital and costs [8].Regarding the duration of a case presentation, the results of a study revealed that most faculty members and students at different levels believed that the ideal time is 5 minutes [9]. Proper case presentation is defined as determining and flagging the main issues for each patient, which might be taught. Summarizing a case could be canalized in ten points directing to proper differential diagnosis. These points may be applied to subgroups including chief complaint, differential diagnosis, the chief complaint of the patient, the description of the disease resulting in the list of the probable diagnosis [10]. This study is to assess the different aspects of a proper case presentation in case-based sessions. These include duration of case presentation and seven indices of complete case presentation.

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Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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The Necessity of Proper Case Presentation in Educational Sessions

Yazdani¹,

Arab²,

Noghabaei³

et al. 2014

nova-jmbs

View full text Add to dashboard Cite

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“…A single study assessed whether incorporating evidence-based medicine in morning report affected patient outcomes, and it found reduced length of stay and lower median hospital charges for patients whose cases had been discussed at morning report. 8 Our study has limitations. First, the survey was mainly distributed to the residents and did not include attending or clinical fellows.…”

Section: Discussionmentioning

confidence: 99%

Tailoring Morning Reports to an Internal Medicine Residency in Qatar

Dousa¹,

Muneer²,

Rahil³

et al. 2014

Journal of Graduate Medical Education

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Background Morning report, a case-based conference that allows learners and teachers to interact and discuss patient care, is a standard educational feature of internal residency programs, as well as some other specialties. Objective Our intervention was aimed at enhancing the format for morning report in our internal medicine residency program in Doha, Qatar. Intervention In July 2011, we performed a needs assessment of the 115 residents in our internal medicine residency program, using a questionnaire. Resident input was analyzed and prioritized using the percentage of residents who agreed with a given recommendation for improving morning report. We translated the input into interventions that enhanced the format and content, and improved environmental factors surrounding morning report. We resurveyed residents using the questionnaire that was used for the needs assessment. Results Key changes to the format for morning report included improving organization, adding variety to the content, enhancing case selection and the quality of presentations, and introducing patient safety and quality improvement topics into discussions. This led to a morning report format that is resident-driven, and resident-led, and that produces resident-focused learning and quality improvement activities. Conclusions Our revised morning report format is a dynamic tool, and we will continue to tailor and modify it on an ongoing basis in response to participant feedback. We recommend a process of assessing and reassessing morning report for other programs that want to enhance resident interest and participation in clinical and safety-focused discussions.

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“…2 A growing body of evidence has underscored the need to advocate for EBM training in residencies. [3][4][5][6][7][8] Teaching with an EBM approach facilitates development of the skills needed to bring the most current information to the realtime practice of medicine and has led for calls to ensure principles of EBM, including biostatistics, critical appraisal and medical informatics, are included into graduate medical education programs. 9 In most residency programs, this training has traditionally been relegated to journal clubs, in which small group discussions focus on articles chosen for their relevance to a particular specialty and several survey studies have shown that these learning venues are most commonly employed.…”

Section: Introductionmentioning

confidence: 99%

The status of evidence-based medicine education in urology residency

Roth

2013

CUAJ

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Introduction: Evidence-based medicine (EBM) is the conscientious, explicit, and judicious use of the current best evidence in decision-making for the care of patients. Teaching best evidence practice in residency should include both formal or freestanding content, as well as integration into clinical scenarios and patient care. We sought to assess the attitudes, experience and knowledge of EBM in urology residency training across Canada.Methods: An anonymous, cross-sectional, self-report questionnaire was completed by a convenience sample of 29 residents, including all chief urology residents in English-speaking programs across Canada. The survey included both open-ended and closedended questions designed to assess familiarity and attitudes towards EBM and potential barriers to developing EBM skills in a surgical training program. Questions were formatted to determine the understanding of statistical and analytical concepts, as well as familiarity of available EBM resources. Descriptive and correlative statistics were used to analyze the responses. Results:The response rate was 100%. An overwhelming majority of residents felt that EBM is an important component of the urology residency and journal club was the most common vehicle for discussing best evidence concepts. However, there was significant variation in the presence of freestanding, formal curricula across programs, with only 28% of residents signifying that they received any formal training in their program. The apparent level of understanding of important EBM terminology and resources appears to be limited. The most frequently stated barriers to incorporating EBM curricula into urology training were time constraints and a perceived lack of expert educators. Conclusion:This self-report survey of urology chief residents identified the overwhelming acceptance of the importance of EBM in their training. Although best evidence practices appears to be addressed in journal clubs and in real-life clinical experiences, the obvious lack of familiarity and understanding of EBM content and resources would suggest a need for redoubling efforts to ensure appropriate exposure and instruction in our training programs.

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Decreased hospital length of stay associated with presentation of cases at morning report with librarian support

Cited by 61 publications

References 22 publications

The Necessity of Proper Case Presentation in Educational Sessions

The Necessity of Proper Case Presentation in Educational Sessions

Tailoring Morning Reports to an Internal Medicine Residency in Qatar

The status of evidence-based medicine education in urology residency

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