Council on Medical Student Education in Pediatrics

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COMSEP 2010 Albuquerque Meeting

STUDENT MORNING REPORT: A METHODOLOGICAL DESCRIPTION

Authors:
Hussein D. Abdullatif, MD; Roger L. Berkow, MD, Pediatric Clerkship, University of Alabama at Birmingham, Birmingham, AL

Background: Morning report is an educational program in many residency programs designed to have residents present interesting or difficult cases to a wider audience of residents and faculty than are usually present on daily rounds. Students are frequently included in this forum to allow modeling of presentation skills and the intellectual discourse of differential diagnosis. At UAB medical student verbal feedback regarding this forum was more negative than other components of the program with students indicating that they felt intimidated in discussing their ideas in this wider audience. Beginning with the 2007 academic year we instituted a pilot project held twice each week called “Student Morning Report”. Held separately from the resident morning report this session was designed with the following objectives: 1- To provide students the opportunity to present histories and physical examinations with feedback in a forum in which their evaluating residents and faculty were not present; 2- Have more interactive time for learning; 3- Educate students in differential diagnosis and treatment planning without them being concerned of “the wrong answer”; and 4- Incorporate principles of basic sciences as it applies to the differential diagnosis and therapy. Methods: Students pick a patient. The components of the H&P are presented sequentially. At each point the students pick out key components and discuss why those elements are useful or not useful in formulating their differential diagnosis and conclusions. Results: After two years student verbal feedback indicates strong ratings for this activity. Students felt comfortable presenting and exploring concepts of differential diagnosis without the concerns of being wrong; and benefitted from the incorporation of basic science. Close observation by the clerkship directors improved our ability to offer feedback, draw out shy students, and identify students who might be in need additional help. Conclusion: By verbal feedback student morning report is an educational process which students enjoyed and found beneficial.   Future plans are to assess quantitative differences between resident morning repot and the student morning report.