RESPONSE RATE

1. 74 out of 300 (24.7%) 3rd and 4th year clinical clerks who had rotated through the Internal Medicine service responded to the online survey. Morning report is an important component of the teaching curriculum for medical students and residents. Morning report at the University of Toronto is a case-based discussion among faculty members, residents and clinical clerks, which is facilitated by a staff physician. While morning report is traditionally case-based, the method of session delivery and amount of audience participation varies among different institutions and facilitators. PREFERRED QUESTIONING STYLES Learner-Centered Teaching Didactic Teaching • 71.6% of clinical clerks found time spent on morning report to be effective or very effective at promoting their learning. • 85.2% of clerks agreed or strongly agreed that audience participation during morning report improved their learning. BACKGROUND RESPONSE RATE PARTICIPATION AND LEARNING BARRIERS TO PARTICIPATION CONCLUSIONS OBJECTIVES STUDY DESIGN • The most preferred questioning technique was level-appropriate voluntary participation wherein the facilitator specifies the level of training to which he/she is targeting the question before asking. • 75.3% of clerks found level-appropriate voluntary participation to be effective or very effective at promoting their quality of learning. • Traditional voluntary participation was the second most preferred technique with 49.2% of clerks finding it effective or very effective. • 38.4% of clerks found the facilitator designated (also known as “pimping”) technique effective or very effective, but 9.6% found it counter-productive to their learning. The degree of interactivity during these sessions is highly dependent on the enthusiasm of the attendees and the preferred teaching style of the facilitator. • To assess how clinical clerks perceive participation and learning during morning reports at the University of Toronto teaching sites. • To evaluate the commonly used questioning techniques employed by facilitators and identify those that are most effective at promoting participation. • A majority of clerks cited (1) Potential embarrassment from answering wrongly (75.7%) and (2) Questions being too difficult (56.8%) as barriers to active participation. Morning report is an important part of learning for clinical clerks and should continue to be a focus in medical education. Facilitators should encourage audience participation to maximize quality of learning. Minimizing the threat of embarrassment and selecting questions that are appropriate for the level of the target audience will improve participation. Clinical clerks perceive level-appropriate questioning as most effective at promoting quality of learning during morning report. An online survey was sent using SurveyMonkey to clinical clerks who had rotated through Internal Medicine over a 12-month period to evaluate the factors that impacted students’ quality of learning during morning reports. As an incentive for taking the time to fill out the survey, clinical clerks who responded were entered to win one of five Starbucks gift card. Enhancing clinical clerks’ participation and learning at Internal Medicine Morning Report: Results of an online survey Tina Zhu MDa,b, Jerome Liu MDa,c, David Frost MD, FRCP(C)a,d,e a Herbert Ho Ping Kong Centre for Excellence in Education and Practice, bDepartment of Medicine, Western University, cDepartment of Family and Community Medicine, University of Toronto, dDepartment of Medicine, University of Toronto, eUniversity Health Network