Morning report is a case-based teaching session common to many residency programs with varying purposes and focuses. At our institution, physicians and residents felt our Internal Medicine morning report had lost its educational focus. The purpose of this project was to improve morning report using a well-known curriculum development framework for medical education. We conducted a focus group of residents to develop and implement changes to morning report. Themes from our focus group led us to split morning report with the first 30 minutes for postgraduate year 3 (PGY-3) residents to give handover, to receive feedback on diagnosis and management, and to either discuss an interesting case or receive teaching aimed at their final certification examination. The second 30 minutes involved PGY-3 residents leading PGY-1 residents in case-based discussions with an attending physician providing feedback on the content and process of teaching. We measured success based on a follow-up survey and comments from resident evaluations before and after the change. Overall, the changes were well received by both faculty and residents; however comments revealed that the success of morning report is preceptor dependent. In summary, we have successfully implemented a split morning report model to enhance resident education with positive feedback. 1. Introduction Morning Report is a case-based teaching session that occurs in residency programs across North America [1, 2], Europe [3, 4], and Asia [5, 6]. Though there is evidence that discussing patients at morning report can improve patient outcomes such as length of stay [7], the primary purpose of morning report across centers has been education [2, 8]. In the last ten years since the detailed review by Amin and colleagues, much research has focused on various methods and innovations to enhance the educational value of morning report [9–17], but few articles describe explicit links to residency curriculum objectives [18–20]. At the University of Alberta Hospital, a tertiary care facility, evaluations of the Internal Medicine rotation, and discussions in our General Internal Medicine divisional meetings indicated that both residents and attending physicians felt that our one-hour morning report was not aligned with our curriculum and had lost its educational focus, with the majority of time spent on the handover of patients admitted overnight. The purpose of this project was to restore the educational focus of morning report and to align it with the goals of our curriculum. 2. Materials and Methods We used the curriculum
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