Comparative Study of Morning Report in Conventional & Evidence Based Medicine forms, from the Viewpoint of Medical Students

Improving Information Adequacy of Clinical Morning Reports: Development of a Structured Model in the Obstetrics and Gynecology Department 

“…Our initial review of literature, globally and nationally, showed no evidence of any proposed uniform structure for morning report documentation and presentation, though, there were similarities among the practicing countries (including Iran), such as the number of meetings over a speci c period (4,5,14), the person in charge of case presentation (14-16), session facilitators (4,14,17), the person responsible for patient selection, and type of individuals regularly attending sessions (4,5,18).…”

The Quality of Evidence-Based Morning Reports with an Interactive and Consultative Approach in the Viewpoint of Clinical Faculties and Residents: A Qualitative Study

“…Therefore, MRs are essential to ensuring the provision and evalu-ation of high-quality clinical services (6). In addition to the goals of the clinical empowerment of students in MRs, the improvement of speech skills has also been emphasized (7).…”

“…In MR sessions, practical and common issues are often addressed for this purpose (9). Furthermore, EBM is a reliable tool for strengthening clinical skills, which results in more interactions and participation in group discussions (7,10).…”

“…Several studies have been focused on the quality and desirability of MRs (7,(11)(12)(13), proposing the different viewpoints of faculty members and students in this regard (13). The results of a study comparing MRs with conventional methods and EBM indicated that a combination of two approaches could promote clinical education, while attention had to be paid to frameworks and methods such as feedback, the interaction of participants, and the clinical skills of students (7).…”

“…Several studies have been focused on the quality and desirability of MRs (7,(11)(12)(13), proposing the different viewpoints of faculty members and students in this regard (13). The results of a study comparing MRs with conventional methods and EBM indicated that a combination of two approaches could promote clinical education, while attention had to be paid to frameworks and methods such as feedback, the interaction of participants, and the clinical skills of students (7). Moreover, an analysis of MR sessions has shown that residents are dissatisfied with the implementation of these sessions due to stress and the lack of a friendly environment to communicate with faculty members and clinical teachers due to residents' unwillingness to respond and inadequate study of clinical resources (14).…”