Ehsan Nezakati; Mohammad Bagher Sohrabi; Robabeh Zaroug-Hosseini; Pouneh Zolfaghari; Elaheh Yahyaei
Volume 13, Issue 4 , November 2016, , Pages 403-410
Abstract
Background & Objective: The morning report is a common useful and valuable clinical training method in the world This method when applied on the basis of evidencebased medicine (EBM) plays a more effective role in learning among medical students This study aimed to determine the impact ...
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Background & Objective: The morning report is a common useful and valuable clinical training method in the world This method when applied on the basis of evidencebased medicine (EBM) plays a more effective role in learning among medical students This study aimed to determine the impact of EBM on medical students skill in presentation of morning report and its quality Methods: This study was operations research and 80 students were selected through simple random sampling from among all medical practitioners of Shahroud University of Medical Sciences (Iran) The selected participants took part in the 3day workshop of introduction to EBM with emphasis on morning report presentation Data were gathered using a researchermade questionnaire which was validated by experts and its reliability was approved using Cronbachs alpha coefficient Questionnaires were distributed among the students before and after the study and the results were compared Data were analyzed using chisquared test and ttest in SPSS software Results: Of the 80 interns participating in the study 22 individuals (275%) were men and the rest were female Average time of internship training for the interns was 105 ± 65 months (range: 316 months) The mean quality score of morning increased significantly from 903 ± 256 at baseline to 1328 ± 303 (P = 0001) Significant changes were observed in broadband facilities computer facilities and the emergence of new and accessible scientific resources the average number of interns participating in the meeting average attendance of those on duty the night before regular attendance of teachers regular participation of interns the regular and timely attendance of those managing the discussion active participation of interns in discussions role of teachers in the meeting the selection of patients the method of discussion about different parts of the patient followup of previously introduced patients and the positive role of group administrators before and after EBM training Conclusion: Morning reports presentation based on EBM during internship at this University was desirable which can effectively result in the improvement of the quality of education regular and more beneficial attendance of teachers especially onduty specialists and more active participation of students and thus improve care training and update clinical teachers information However due to students and professors lack of knowledge regarding EBM holding training courses on this topic seems necessary
Ali Akbar Haghdoost; Zahra Jalili; Esmat Asadi Karam
Volume 2, Issue 2 , January 2006, , Pages 88-94
Abstract
Background: Although morning report is a wellknown term in medical education and one of the most practical clinical training methods there is not still consensus among experts on its standards Nonetheless it seems that the first step for improving the quality of this training method is to obtain a comprehensive ...
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Background: Although morning report is a wellknown term in medical education and one of the most practical clinical training methods there is not still consensus among experts on its standards Nonetheless it seems that the first step for improving the quality of this training method is to obtain a comprehensive picture of its current statue Objective: to assess the characteristics of morning reports (such as their durations participants and their responsibilities management of these sessions and…) in training hospitals affiliated to Kerman University of Medical Sciences in 2006 Methods: In this crosssectional study 36 morning report sessions held in all of the training wards were observed over one week Data were gathered by direct observation The observer attended the sessions as an ordinary participant and it was tried to use complete observer method Results: among 36 assessed morning reports the maximum sessions were held in major wards (each one held 5 sessions) The duration of the longest and shortest ones was 90 and 35 minutes respectively In 30 sessions the academic staff played the main role of managing discussions while in 5 sessions they were only asking questions and in one session staff presented a lecture In 13 sessions interns did not have any role in presenting patients the corresponding numbers for residents and students were 16 and 0 respectively In overall the number of participants in the beginning and at the end of sessions was more or less equal while around 14% of participants were not present during the whole period of the session Conclusion: Considerable variations were found among the training wards in running morning report sessions There were some weak points in running these sessions such as the frequency and duration of sessions low rate of participation by students and interns and reporting outpatient cases but most of the wards apply the training method more or less effectively