Do morning report format changes affect educational content?

Abstract

OBJECTIVE: The goal of this prospective observational study was to determine if format changes in a paediatric morning report conference affected the educational content presented. DESIGN: Case presentations during paediatric morning report at the University of Iowa during the academic years 1995-96 (Format 1 - informal presentations) and 1996-97 (Format 2 - formal presentations) were analysed for demographics, clinical venues where patients were encountered, case diagnoses and ensuing discussion. A 10-item questionnaire of participants' attitudes was conducted during May 1997. SETTING: Department of Pediatrics, University of Iowa. SUBJECTS: Paediatric residency trainees. RESULTS: The number of cases was significantly decreased from 4 to 3.2 per morning report session. A wide variety of patient ages and all clinical venues were represented in both formats. Case diagnoses covered 30 of 31 Pediatrics Review and Education Program (PREP, American Academy of Pediatrics, Elk Grove Village, IL, USA) Content Specification Headings during Format 1 vs. 29 of 31 during Format 2. The most common headings were the same. Patient evaluations were discussed less and patient clinical presentations and pathophysiology were discussed more during Format 2. Participants rated Format 2 higher; 54% of participants wanted to continue this format and 16% wanted a combination of both formats. CONCLUSIONS: This research suggests that while format changes in paediatric morning report resulted in a 20% decrease in the number of cases presented, only relatively small changes in the overall educational content occurred. Changes in educational programmes should be accompanied by educational evaluation.