672 - Improving Resident and Faculty Satisfaction and Educational Value in Morning Report

Residents rank morning report as an important part of their learning experience. Although academic institutions vary in the implementation and structure of morning report, these didactics occur almost universally in training programs. Morning report is historically defined as resident-led, case-based interactive presentations. There is both a paucity of research regarding faculty and resident satisfaction with the implementation of changes to morning report and difficulty in measuring the educational value of morning report. As morning report is perceived as important to resident education, it is essential that both resident and faculty engage in this didactic session that is clinically applicable, evidence-based, and board relevant.

Objective: The aim of this project is to improve satisfaction in at least one aspect of the four domains over a four month period.

Design/Methods: Surveys were provided to all pediatric and internal medicine-pediatric residents and pediatric faculty. Intervention surveys were designed with Likert-style questions and kept in a secure RedCap database. Questions from the surveys were divided into four different domains of focus: scheduling, structure, participation, and educational value. A focus group of residents and faculty was held to identify key focus elements. Interventions of PDSA-1 included changing day/time/location, PowerPoint template, using case-based interactive presentation structure, emphasizing evidence-based medicine, and prioritizing board relevance with addition of board preparation question(s). Cost of common diagnostics were added in PDSA-2 to emphasize high-value care.

Results: Key focus elements identified pre-intervention included decreasing presentation preparation time and increasing participation, applicability to practice, and faculty involvement. Resident post-intervention survey showed statistically significant increase in satisfaction of structure, participation, and faculty teaching points. Faculty post-intervention survey showed a statistically significant increase in perceived value to clinical practice. Both resident and faculty post-intervention surveys showed statistically significant decrease in satisfaction of scheduled time. Post-intervention focus group after PDSA-1 echoed satisfaction of structure but dissatisfaction of day/time.

Conclusion(s): Modifications to morning report improved satisfaction with participation and structure.However, most preferred the pre-intervention day/time. Further assessment of educational quality is planned for PDSA-3 via assigned board prep questions after each session.