Learner-level-specific considerations in morning report: a scoping review

Morning report (MR), a tradition in internal medicine residency programs, is widely used across the United States and increasingly used by other specialties. However, limited data exist regarding learner-level-specific considerations. The authors conducted a scoping review to characterize current knowledge regarding learner-level MR content, structure, gaps, and outcomes.

The authors searched 3 databases on June 17, 2025, for English-language peer-reviewed articles that described MR in graduate medical education. Included studies featured case-based educational activities that enhanced trainees' clinical skills from history-taking to management, targeted resident learners, and mentioned the participants' composition (ie, interns or first-year residents only or senior residents [second year and beyond] only). Data were extracted and analyzed using content analysis.

Of 2,287 articles identified, 36 met the inclusion criteria. Twenty-three articles (64%) addressed first-year-related sessions, whereas 32 (89%) covered senior resident-related sessions. Common study objectives included intern (7 [19%]) or senior (11 [31%]) perception or attitudes toward MR. Structural themes included intern (11 [31%]) or senior (13 [36%]) session time limits. Few studies evaluated outcomes incorporating theoretical models or validated tools. Literature differed where intern sessions gravitated toward fundamental history-gathering, differential diagnosis generation, and adapting to the rapidly changing responsibilities of intern year, whereas senior-only sessions focused on more advanced cases and evidence-based medicine. Key gaps included limited incorporation of adult learning theory, minimal facilitator development, ways to evaluate sessions, and content or structural redesign.

Despite its fundamental and widespread use, MR's educational design has remained largely unchanged during the past 3 decades and remains poorly aligned with adult learning theory or rigorous evaluation. This review highlights the need for more studies to reevaluate MR through learner-specific design, incorporation of modern learning theories, and validated outcomes to ensure it continues to meet the evolving needs of trainees.