Residents-as-Teachers: Implementing a Toolkit in Morning Report to Redefine Resident Roles

Abstract

This toolkit, based on educational principles, improved morning report presentations.

Changing Morning Report: An Educational Intervention to Address Curricular Needs

“…We performed a review of the literature surrounding morning report to look for a general current state and if possible an ideal state for morning report. As previously mentioned, there are a variety of different purposes and formats [9][10][11][12][13][14][15][16][17][18][19][20] but none with one clearly superior strategy, so we turned to the available literature reviews. The review by Amin and colleagues [2] discussed the current state of morning report; historically, it was created to ensure the health and safety of patients but has now evolved into primarily an educational venue with case-based presentations and discussions being the most often used format.…”

“…Though there is evidence that discussing patients at morning report can improve patient outcomes such as length of stay [7], the primary purpose of morning report across centers has been education [2,8]. In the last ten years since the detailed review by Amin and colleagues, much research has focused on various methods and innovations to enhance the educational value of morning report [9][10][11][12][13][14][15][16][17], but few articles describe explicit links to residency curriculum objectives [18][19][20]. At the University of Alberta Hospital, a tertiary care facility, evaluations of the Internal Medicine rotation, and discussions in our General Internal Medicine divisional meetings indicated that both residents and attending physicians felt that our one-hour morning report was not aligned with our curriculum and had lost its educational focus, with the majority of time spent on the handover of patients admitted overnight.…”

Development and Psychometric Characteristics of a New Domain of the Stanford Faculty Development Program Instrument

“…The augmented SFDPQ is recommended for assessment of clinical teaching skills in clinical teachers as well as the assessment of impact of intervention programs aimed at enhancing transfer of clinical knowledge . Above all, the validated construct of the augmented SFDPQ has strong implications for clinical teachers, educators working in faculty development, and coordinators of residency training programs, in the development, evaluation, and administration of basic and continuing clinical teaching programs …”

A practical educational tool for teaching child‐care hospital professionals attending evidence‐based practice courses for continuing medical education to appraise internal validity in systematic reviews

“…Our idea of using teacher‐brokers rather than conventional teachers helps experienced child‐care professionals – the backbone of a hospital – to overcome the sense of frustration at being unable to understand the appraisal skills taught . Our brokering strategy might also help clinicians persuade hospital managements to devote resources to lifelong learning EBP courses implementing critical appraisal skills , thus possibly reducing medical errors .…”