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Albert TJ, Bradley J, Starks H, Redinger J, Arundel C, Beard A, Caputo L, Chun J, Gunderson CG, Heppe D, Jagannath A, Kent K, Krug M, Laudate J, Palaniappan V, Pensiero A, Sargsyan Z, Sladek E, Tuck M, Cornia PB. Internal Medicine Residents' Perceptions of Virtual Morning Report: a Multicenter Survey. J Gen Intern Med 2022; 37:1422-1428. [PMID: 34173198 PMCID: PMC8231750 DOI: 10.1007/s11606-021-06963-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Accepted: 06/03/2021] [Indexed: 01/03/2023]
Abstract
IMPORTANCE The COVID-19 pandemic disrupted graduate medical education, compelling training programs to abruptly transition to virtual educational formats despite minimal experience or proficiency. We surveyed residents from a national sample of internal medicine (IM) residency programs to describe their experiences with the transition to virtual morning report (MR), a highly valued core educational conference. OBJECTIVE Assess resident views about virtual MR content and teaching strategies during the COVID-19 pandemic. DESIGN Anonymous, web-based survey. PARTICIPANTS Residents from 14 academically affiliated IM residency programs. MAIN MEASURES The 25-item survey on virtual MR included questions on demographics; frequency and reason for attending; opinions on who should attend and teach; how the virtual format affects the learning environment; how virtual MR compares to in-person MR with regard to participation, engagement, and overall education; and whether virtual MR should continue after in-person conferences can safely resume. The survey included a combination of Likert-style, multiple option, and open-ended questions. RESULTS Six hundred fifteen residents (35%) completed the survey, with a balanced sample of interns (39%), second-year (31%), and third-year (30%) residents. When comparing their overall assessment of in-person and virtual MR formats, 42% of residents preferred in-person, 18% preferred virtual, and 40% felt they were equivalent. Most respondents endorsed better peer-engagement, camaraderie, and group participation with in-person MR. Chat boxes, video participation, audience response systems, and smart boards/tablets enhanced respondents' educational experience during virtual MR. Most respondents (72%) felt that the option of virtual MR should continue when it is safe to resume in-person conferences. CONCLUSIONS Virtual MR was a valued alternative to traditional in-person MR during the COVID-19 pandemic. Residents feel that the virtual platform offers unique educational benefits independent of and in conjunction with in-person conferences. Residents support the integration of a virtual platform into the delivery of MR in the future.
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Affiliation(s)
- Tyler J Albert
- VA Puget Sound Health Care System, Seattle, WA, USA. .,Department of Medicine, University of Washington School of Medicine, Seattle, WA, USA.
| | - Joel Bradley
- White River Junction VA Medical Center, Junction, White River, VT, USA.,Department of Medicine, Geisel School of Medicine at Dartmouth, Hanover, NH, USA
| | - Helene Starks
- Department of Medicine, University of Washington School of Medicine, Seattle, WA, USA.,Dept of Bioethics and Humanities, University of Washington School of Medicine, Seattle, WA, USA
| | - Jeff Redinger
- VA Puget Sound Health Care System, Seattle, WA, USA.,Department of Medicine, University of Washington School of Medicine, Seattle, WA, USA
| | - Cherinne Arundel
- Washington DC VA Medical Center, Washington, DC, USA.,Department of Medicine, George Washington University School of Medicine, Washington, DC, USA.,Department of Medicine, Georgetown University School of Medicine, Washington, DC, USA
| | - Albertine Beard
- Minneapolis VA Health Care System, Minneapolis, MN, USA.,Department of Medicine, University of Minnesota School of Medicine, Minneapolis, MN, USA
| | - Laura Caputo
- Durham VA Health Care System, Durham, NC, USA.,Department of Medicine, Duke University School of Medicine, Durham, NC, USA
| | - Jonathan Chun
- VA Palo Alto Health Care System, Palo Alto, CA, USA.,Stanford University School of Medicine, Stanford, CA, USA
| | - Craig G Gunderson
- VA Connecticut Health Care System, West Haven, CT, USA.,Department of Medicine, Yale University School of Medicine, New Haven, CT, USA
| | - Dan Heppe
- VA Eastern Colorado Health Care System, Aurora, CO, USA.,Department of Medicine, University of Colorado School of Medicine, Aurora, CO, USA
| | - Anand Jagannath
- San Diego VA Medical Center, San Diego, CA, USA.,Department of Medicine, University of San Diego School of Medicine, San Diego, CA, USA
| | - Kyle Kent
- VA Portland Health Care System, Portland, OR, USA.,Department of Medicine, Oregon Health & Science University, Portland, OR, USA
| | - Michael Krug
- Department of Medicine, University of Washington School of Medicine, Seattle, WA, USA.,Boise VA Medical Center, Boise, ID, USA
| | - James Laudate
- White River Junction VA Medical Center, Junction, White River, VT, USA.,Department of Medicine, Geisel School of Medicine at Dartmouth, Hanover, NH, USA
| | - Vignesh Palaniappan
- Department of Medicine, University of Minnesota School of Medicine, Minneapolis, MN, USA
| | - Amanda Pensiero
- Louis Stokes Cleveland VA Medical Center, Cleveland, OH, USA.,Department of Medicine, Case Western Reserve University School of Medicine, Cleveland, OH, USA
| | - Zaven Sargsyan
- Michael E. DeBakey VA Medical Center, Houston, TX, USA.,Department of Medicine, Baylor College of Medicine, Houston, TX, USA
| | - Emily Sladek
- San Diego VA Medical Center, San Diego, CA, USA.,Department of Medicine, University of San Diego School of Medicine, San Diego, CA, USA
| | - Matthew Tuck
- Washington DC VA Medical Center, Washington, DC, USA.,Department of Medicine, George Washington University School of Medicine, Washington, DC, USA
| | - Paul B Cornia
- VA Puget Sound Health Care System, Seattle, WA, USA.,Department of Medicine, University of Washington School of Medicine, Seattle, WA, USA
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McNeill M, Ali SK, Banks DE, Mansi IA. Morning report: can an established medical education tradition be validated? J Grad Med Educ 2013; 5:374-84. [PMID: 24404299 PMCID: PMC3771165 DOI: 10.4300/jgme-d-12-00199.1] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/18/2012] [Revised: 01/08/2013] [Accepted: 03/13/2013] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND Morning report is accepted as an essential component of residency education throughout different parts of the world. OBJECTIVE To review the evidence of the educational value, purpose, methods, and outcomes of morning report. METHODS A literature search of PubMed, Ovid, and the Cochrane Library for English-language studies published between January 1, 1966, and October 31, 2011, was performed. We searched for keywords and Medical Subject Heading terms related to medical education, methods, attitudes, and outcomes in regard to "morning report." Title and abstract review, followed by a full-text review by 3 authors, was performed to identify all pertinent articles. RESULTS We identified 71 citations; 40 articles were original studies and 31 were commentaries, editorials, or review articles; 56 studies (79%) originated from internal medicine residency programs; 6 studies (8%) focused on ambulatory morning report; and 63 (89%) originated from the United States. Identified studies varied in objectives, methods, and outcome measures, and were not suitable for meta-analysis. Main outcome measures were resident satisfaction, faculty satisfaction, preparation for professional examinations, use of evidence-based medicine, clinical effects on patient care, adverse event detection, and utilization of a curriculum in case selection. CONCLUSIONS Morning report has heterogeneous purposes, methods, and settings. As an educational tool, morning report is challenging to define, its outcome is difficult to measure, and this precludes firm conclusions about its contribution to resident education or patient care. Residency programs should tailor morning report to meet their own unique educational objectives and needs.
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