Morning Report

Amin, Zubair; Guajardo, Jesus R.; Wisniewski, Wlodzimierz; Bordage, Georges; Tekian, Ara; Niederman, Leo G.

doi:10.1097/00001888-200010001-00002

Cited by 62 publications

(13 citation statements)

References 34 publications

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“…This is a routine conference in many medical departments and often considered central to medical education (Apker & Eggly, 2004). It tends to combine a handoff from nightshift staff to dayshift staff, with discussions of clinical cases Electronic copy available at: https://ssrn.com/abstract=4071584 (Amin et al, 2000). Both of these activities enable peer review by opening up the individual's analysis to peers who may ask challenging questions to reduce the risk of 'premature diagnostic closure', provide further information, contribute to the analysis, or simply gain insight into the other's reasoning (Zuhair et al, 2000;Vasquez-Costa & Costa-Alcaraz, 2013).…”

Section: Medicine: Craft and Clinical Practicementioning

confidence: 99%

Craft, Reflexivity and the Clinical Practice of Management

Hartmann

Kärreman

Meier³

et al. 2022

SSRN Journal

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Section: Medicine: Craft and Clinical Practicementioning

confidence: 99%

Craft, Reflexivity and the Clinical Practice of Management

Hartmann

Kärreman

Meier³

et al. 2022

SSRN Journal

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“…Medical trainees at the undergraduate and graduate levels receive clinical education in the teaching setting of morning reports and rounds. Morning report is a case-based meeting where medical students and their educators discuss a clinical case related to a patient recently admitted to the teaching hospital (Amin et al, 2000). Rounds or ward rounds are held beside the patient's bed and consist of medical educators and students that listen to the patient…”

Section: Schedule and Type Of Access To Information Servicesmentioning

confidence: 99%

Information Services in Evidence Based Medical Education: A Review of Implementation Trends

Khani¹,

Panahi²,

Pirsalehi³

et al. 2021

EBLIP

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Objective – Evidence based medical education requires supportive information services to facilitate access to the needed educational evidence. Information services designed specifically for evidence based medical education are limited or locally developed for educational units. For librarians to have an opportunity to cooperate efficiently with medical educators in evidence based medical education, they require an empirical prototype for transmission of clinical evidence at the right place and the right time. Therefore, there is a need to recognize types of information services which support evidence based medical education. The purpose of this review is to identify implementation trends of evidence based educational information services. Methods – We found related studies by implementing search strategies in PubMed, EMBASE, Web of Science, Scopus, LISTA, and Google Scholar with keywords like: evidence based medical education, information services, and library services. We used reference-checking and citation-checking of related articles for completing the process of locating relevant articles. After employing inclusion and exclusion criteria, we selected 11 articles for inclusion in the review and analyzed them using a narrative review technique. Results – After analyzing the results of the included studies, we identified two elements categorized as program development and five elements categorized as implementation trend. Prerequisites of program and the process of designing were essential parts of program development of information services. Schedule and type of access, how to receive educational-clinical questions, information services types, responding time, and providing evidence based outputs were the elements of the implementation process of educational supported information services. Conclusion – Designing an evidence based educational information service strongly depends on the information needs of learners at each educational level. Schedule and type of access to information service, time of responding to the received query, and preparation of evidence based output are essential factors in designing practical educational-developed information services.

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“…While this data did not align with the curricular objectives, it was collected to determine how the curriculum was implemented and how satisfied the faculty were to help determine sustainability and faculty retention. Faculty were asked the following quantitative questions: (1) to what degree they enjoyed their role as faculty mentors, (2) the value of the covered topics, (3) how much time they spent with their resident for each session, and (4) how frequently they completed the curricular activities with their resident. These were analyzed using descriptive statistics.…”

Section: Curriculum Assessmentmentioning

confidence: 99%

“…Defined as "case-based conferences where residents, attending physicians, and others meet to present and discuss clinical cases," MR serves as a means of educating and evaluating residents. 1 In many residency programs, MR is led by senior residents, yet it is variable what formal instruction residents receive to do so. Most residents are not formally observed while leading case conference and may not receive feedback on their teaching.…”

Section: Introductionmentioning

confidence: 99%

A Resident-as-Teacher Curriculum for Senior Residents Leading Morning Report: A Learner-Centered Approach Through Targeted Faculty Mentoring

Frey-Vogel

2020

MedEdPORTAL

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Introduction Senior resident-led morning report (MR) occurs in many residency programs, but residents rarely receive training on how to facilitate MR or feedback on their facilitation. I created and implemented a required 2-week resident-as-teacher curriculum pairing senior residents with faculty mentors. Methods The curriculum allowed individualization to each specific resident's needs. The faculty mentor helped the resident set curricular goals, observed and provided feedback on resident facilitation of four MRs and one noontime conference, and reviewed adult learning principles with the resident. The curriculum guided the faculty and resident pair through leading MR and applied evidence to guide resident teaching. I surveyed resident teachers, the residents who attend MR, and faculty mentors to determine the curriculum's perceived educational impact. Results Over the 2010–2016 academic years, 124 senior residents participated. Senior residents self-reported significantly more confidence, interest, and preparedness for teaching after the curriculum. Trainees attending MR rated the quality of equal value after curriculum implementation, and responded that senior residents leading MR were more likely to give clear explanations, teach at an appropriate level, and were less likely to run out of time. Faculty mentors enjoyed participating and found the one-on-one mentorship relationship important for their satisfaction with the experience. Discussion Outcome data suggested that the mentorship relationship was the most important element of the curriculum and that flexibility was key to allowing individual needs to be met. The intervention is applicable to other residency programs and specialties, and faculty mentors are not required to have a medical education background.

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Morning Report

Cited by 62 publications

References 34 publications

Craft, Reflexivity and the Clinical Practice of Management

Craft, Reflexivity and the Clinical Practice of Management

Information Services in Evidence Based Medical Education: A Review of Implementation Trends

A Resident-as-Teacher Curriculum for Senior Residents Leading Morning Report: A Learner-Centered Approach Through Targeted Faculty Mentoring

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