1. ® Methods ® Morning report (MR) educational conferences are well established as beneficial to residency training. 1,2,3 Evidence suggests that a structured format improves educational outcomes. 2,4 Unstructured discussion led to unfocused differential diagnosis and inadequate closure Prior needs assessment found that residents perceive faculty presence, detailed discussion of select patients, and generating a focused differential as areas of greatest impact 5 Introduction Development of a Novel Morning Report Format to Improve Resident Education Christin A Carroll, MD; Ryan D Van Ramshorst, MD; Noemi Adame, MD; Elizabeth Payne, MAEd; Ruba Abdelhadi, MD; Michelle Arandes, MD References Next Steps A revitalized, evidence-based MR curriculum Improved resident perception of MR Increased daily resident attendance Limitation: Baseline SEEQ data not collected at the time of project implementation due to recall bias 1.Ways M, Kroenke K, Umali J, Buchwald D. Arch Intern Med. 1995;155(13):1433-1437. 2.Stiles BM, Reece TB, Hedrick TL et al. Current Surgery. 2006;63(6):385-390. 3.Amin Z, Guajardo J, Wisniewski W et al. Acad Med. 2000;75(10):S1-S5 4.Reilly B, Lemon M. Am J Med. 1997;103:419-426. 5. Abdelhadi R, Payne E, Adame N et al. University of Texas System Clinical Safety and Effectiveness Conference. 2012. 6. Haig KM, Sutton S, Whittington J. SBAR: Joint Commission Journal on Quality and Patient Safety. Mar 2006;32(3):167-175. 7. Marsh HW. Students’ Evaluations of University Teaching. Jun 2001. 8. Moharari RS, Soleymani HA, Nejati A, et al. Emerg Med. 2010;27:32-35. Outcomes Primary outcomes: Create a standardized/structured format Expand initial needs assessment with open forum feedback session Secondary objectives: Improve resident perception of MR educational quality Increase resident attendance Results Using the GNOMES (Goals, Needs, Objectives, Methods, Evaluation, Scholarship) framework, local medical educators’ expertise, an open forum brainstorming session, and literature review, we developed a revitalized MR format ABP content used as basis for curriculum Open Forum Brainstorming Session: Current residents discussed strengths/weaknesses and ideas for improving quality of MR format We developed a Student Evaluation of Educational Quality survey as our primary outcome measure 7,8 (SEEQ) Conclusions A hybrid, evidenced-based, structured MR format was successfully created First 30 minutes: Overnight case presentations via modified SBAR presentation format and PICO question 6 Second 30 minutes: Interactive in-depth case presentation with concise high-yield PowerPoint presentation Resident evaluation >4/5 on all assessment parameters Average increase of 1.93 residents in attendance per day Distribute a faculty needs assessment survey to identify attitudes, barriers, perceived benefits, and incentives that would promote MR attendance Identify barriers to resident use of a modified SBAR/PICO format Develop feedback on ABP-based guide sheets Study the potential impact of MR-based case discussion on patient care (e.g. length of stay) Results SEEQ QuestionAverage response I gained new knowledge that will help me in my practice as a physician. 4.27 The discussion of overnight patients was clear and well organized. 4.04 The discussion of overnight patients was appropriate for my level of training. 4.36 I gained new knowledge that will help me in my practice as a physician 4.43 I am more confident in my ability to manage children with the topic of discussion. 4.3 The content of the case report presentation was clear and well organized. 4.46 The content was clinically relevant to inpatient pediatrics. 4.65 The faculty interacted with the trainees in an educationally effective manner during MR 4.01 Trainees were encouraged to participate in the discussion. 4.37 The faculty provided meaningful answers to the questions asked by trainees during MR 4.15