Changing Morning Report: An Educational Intervention to Address Curricular NeedsReport as inadecuate

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Journal of Biomedical Education - Volume 2014 2014, Article ID 830701, 5 pages -

Research ArticleDivision of General Internal Medicine, University of Alberta, 5-112 Clinical Sciences Building, University of Alberta Hospital, 11350-83 Avenue NW, Edmonton, AB, Canada T6G 2G3

Received 29 August 2013; Revised 17 January 2014; Accepted 24 January 2014; Published 5 March 2014

Academic Editor: Geoffrey Lighthall

Copyright © 2014 Vijay John Daniels and Cheryl Eleanor Goldstein. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Morning report is a case-based teaching session common to many residency programs with varying purposes and focuses. At our institution, physicians and residents felt our Internal Medicine morning report had lost its educational focus. The purpose of this project was to improve morning report using a well-known curriculum development framework for medical education. We conducted a focus group of residents to develop and implement changes to morning report. Themes from our focus group led us to split morning report with the first 30 minutes for postgraduate year 3 PGY-3 residents to give handover, to receive feedback on diagnosis and management, and to either discuss an interesting case or receive teaching aimed at their final certification examination. The second 30 minutes involved PGY-3 residents leading PGY-1 residents in case-based discussions with an attending physician providing feedback on the content and process of teaching. We measured success based on a follow-up survey and comments from resident evaluations before and after the change. Overall, the changes were well received by both faculty and residents; however comments revealed that the success of morning report is preceptor dependent. In summary, we have successfully implemented a split morning report model to enhance resident education with positive feedback.

Author: Vijay John Daniels and Cheryl Eleanor Goldstein



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