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Reframing morning report: Cognitive simulation in a safe space.
Sindy Villacres1, Autumn Hinds2, Heather Fagan1
1Division of Critical Care and Graduate Medical Education, Department of Pediatrics, Nemours Children's Health System, Orlando, Florida, USA.
The Clinical Teacher
|August 22, 2023
Summary
Implementing evidence-based teaching strategies in morning report (MR) improved resident participation and preparedness. Creating a psychologically safe learning environment is key to enhancing medical education and resident confidence.
Area of Science:
- Medical Education Research
- Cognitive Psychology in Learning
- Curriculum Development
Background:
- Traditional morning report (MR) can be perceived as psychologically unsafe by learners due to evaluation fears.
- Literature on promoting psychological safety in MR settings is limited despite recognized challenges.
Purpose of the Study:
- To create an enhanced morning report (MR) format using evidence-based teaching strategies.
- To foster a safe learning environment within the MR setting.
Main Methods:
- Utilized Kern's six-step curriculum development model.
- Implemented a pilot trial with 35 pediatric residents over two years.
- Focused on attitudinal data measured by Likert scale.
Main Results:
- Over 50% of residents showed increased participation by the second year.
- Residents reported enhanced retrieval practice and improved preparedness for examinations.
- Positive attitudinal shifts were observed as the curriculum progressed.
Conclusions:
- Evidence-based teaching strategies rooted in cognitive psychology enhance educational quality.
- Psychological safety is fundamental for effective learning, enabling residents to feel secure in making mistakes.
- This reframed MR model offers a scalable approach for institutions seeking to improve their educational series.
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