Evaluating Internal Medicine Intern Report Efficacy: Findings from a Cross-Sectional Survey

The case-based morning report (MR) is a widespread tradition in Internal Medicine training. Because MR content was originally geared toward second- and third-year residents, however, there are limited data regarding any specific learning considerations when having an intern-only MR. We aimed to elicit attitudes surrounding the intern report (IR) as an educational exercise from interns, residents, and facilitators.

We constructed a cross-sectional online anonymous survey using a de novo item-specific 5-point Likert scales and free-text responses. We analyzed nonparametric data via Mann-Whitney U tests and content analysis for free responses.

A total of 44/133 (33%) trainees and 12/14 (86%) facilitators completed the survey. Nearly all responses were concordant between trainees and facilitators. During IR, interns were often distracted and interrupted. Valued cases were interesting or applicable to clinical practice or included faculty-specific techniques such as take-home points. All groups were neutral regarding IR as an educational exercise and called for more structural and learner-specific changes.

One static IR format may not be sufficient to support an intern's changing clinical and diagnostic stages of development. Nuanced approaches are needed to optimize faculty training, foster engagement, align with learner progression, and ensure intern fulfillment.