A Study on the Challenges of Morning Report in Clinical Education: A Phenomenological Study

Nasrin Khajeali¹, Soleiman Ahmady^{2, 3}, Parisa Karimi⁴ and Arya Hamedanchi^{5 *}

¹School of Medical Education, Student's Research Office, Shahid Beheshti University of Medical Sciences, Tehran, Iran.

²Department of Medical Education, School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran.

³Research Fellow at Department of Learning, Informatics, Management, and Ethics, Karolinska Institutet, Stockholm, Sweden.

⁴School of Medicine, Kashan University of Medical Sciences, Kashan, Iran.

 ⁵Iranian Research Center on Aging, University of Social welfare and Rehabilitation Sciences, Tehran, Iran.

Corresponding Author E-mail: doctorarya@yahoo.com 

DOI : http://dx.doi.org/10.13005/bbra/2384

ABSTRACT: Morning report is one of the most important settings of clinical education. However, participation of residents and medical students in morning reports is still a big challenge in educational leadership. Some aspects of this problem are still remained unclear. Therefore, the present study aimed to explore the experiences of residents and medical students about morning report sessions. Semi-structured interviews were conducted with 9 residents and medical students at a large hospital. Interviews were recorded, transcribed and analyzed using colaizzi`s seven step methods in order to determine themes and concepts. Three emergent  themes  and nine theme clusters were identified: (1) anxiety-provoking (including three theme clusters: inappropriate behavior, education with stress and interaction between faculty members and students) (2) faculty`s competency (including two theme clusters: teacher’s responsibility for training, role of competent professor in clinical education) (3) organization of morning reports (with four theme clusters: moderate quality of morning reports, lack of attention to the training of interns, absence of other specialists and, limited opportunities for study). The results suggest that poor educational atmosphere in morning reports may cause anxiety in students. They believe morning report sessions are stressful for them. It can be concluded that development a positive and pleasurable environment may encourage students to increase their active participation in morning report sessions but this process needs to be investigated by further studies using other methods such as Grounded Theory.

KEYWORDS: Morning report; Case-based conferences; Resident reports; Morning conferences; Morning sessions

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