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  • Title: Residents-as-teachers: implementing a toolkit in morning report to redefine resident roles.
    Author: Luciano GL, Carter BL, Garb JL, Rothberg MB.
    Journal: Teach Learn Med; 2011 Oct; 23(4):316-23. PubMed ID: 22004315.
    Abstract:
    BACKGROUND: Morning report was initially created to meet service needs. PURPOSE: The objective was to improve morning report through a toolkit combining principles of learning theory with resident teaching. METHODS: The toolkit consists of three parts: a guideline describing expectations, a worksheet outlining teaching plans, and a feedback form facilitating post-presentation feedback. In 2009-2010, internal medicine residents met with a chief resident before their presentations to refine teaching plans. The chief resident then supported the presenter in achieving their objectives and provided post-presentation feedback. Residents were surveyed before and 6 months after the intervention. Mean scores were compared using an unpaired t test. RESULTS: Residents' ratings improved in the following domains: understanding expectations (3.10 vs. 4.02, p = .0003), presentation organization (3.50 vs. 4.25, p = .005), and creating and accomplishing learning objectives (3.31 vs. 4.00, p = .002). Residents commented positively on the improved presentations. CONCLUSIONS: This toolkit, based on educational principles, improved morning report presentations.
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