TY - JOUR
T1 - Exploring formal and informal learning opportunities during morning report: a qualitative study
AU - Møller, Jane Ege
AU - Skipper, Mads
AU - Sunde, Lone
AU - Sørensen, Anita
AU - Balslev, Thomas
AU - Malling, Bente Vigh
N1 - © 2024. The Author(s).
PY - 2024/2/23
Y1 - 2024/2/23
N2 - BACKGROUND: Morning reports are an essential component of physicians' daily work. Attending morning reports is prioritized by junior doctors as it provides them with an opportunity to learn diagnostic reasoning through discussion of cases. While teaching formats during morning reports have previously been reported, an in-depth analysis of what learning opportunities exist, e.g., how teaching is enacted during morning reports, is lacking. This qualitative study explores learning opportunities during morning reports.METHODS: We used an explorative design based on video-recordings of 23 morning reports from two surgical departments, an internal medicine department and an emergency department. We used thematic analysis combined with and inspired by Eraut's theoretical framework of workplace learning.RESULTS: Both formal and informal learning opportunities were identified. Formal learning opportunities had the character of planned teaching activities, and we identified four themes: (1) modes of teaching, (2) structure, (3) presenter role, and (4) participant involvement. Informal learning, on the other hand, was often implicit and reactive, while deliberate learning opportunities were rare. The data showed many missed opportunities for learning.CONCLUSION: Both formal and informal learning opportunities are present during morning reports. However, a prevalent focus on medical topics exists, leaving other important aspects of the medical role under-discussed. Pedagogical methods could be employed more optimally, and harnessing the potential of missed opportunities should be encouraged.
AB - BACKGROUND: Morning reports are an essential component of physicians' daily work. Attending morning reports is prioritized by junior doctors as it provides them with an opportunity to learn diagnostic reasoning through discussion of cases. While teaching formats during morning reports have previously been reported, an in-depth analysis of what learning opportunities exist, e.g., how teaching is enacted during morning reports, is lacking. This qualitative study explores learning opportunities during morning reports.METHODS: We used an explorative design based on video-recordings of 23 morning reports from two surgical departments, an internal medicine department and an emergency department. We used thematic analysis combined with and inspired by Eraut's theoretical framework of workplace learning.RESULTS: Both formal and informal learning opportunities were identified. Formal learning opportunities had the character of planned teaching activities, and we identified four themes: (1) modes of teaching, (2) structure, (3) presenter role, and (4) participant involvement. Informal learning, on the other hand, was often implicit and reactive, while deliberate learning opportunities were rare. The data showed many missed opportunities for learning.CONCLUSION: Both formal and informal learning opportunities are present during morning reports. However, a prevalent focus on medical topics exists, leaving other important aspects of the medical role under-discussed. Pedagogical methods could be employed more optimally, and harnessing the potential of missed opportunities should be encouraged.
KW - Humans
KW - Learning
KW - Physicians
KW - Qualitative Research
KW - Teaching Rounds
KW - Clinical education
KW - Qualitative research
KW - Postgraduate medical education
KW - Informal and formal learning opportunities
KW - Morning report
KW - Teaching styles and format
KW - Workplace learning
UR - http://www.scopus.com/inward/record.url?scp=85186161096&partnerID=8YFLogxK
U2 - 10.1186/s12909-024-05151-5
DO - 10.1186/s12909-024-05151-5
M3 - Journal article
C2 - 38395817
SN - 1472-6920
VL - 24
JO - BMC Medical Education
JF - BMC Medical Education
IS - 1
M1 - 184
ER -