Virtual morning report: A covidera innovation with advantages over traditional models

ABSTRACT

Learning Objectives: Virtual Morning Reports was created as a practical replacement for traditional morning report, in order to create a space for interactive case based learning. Multiple additional benefits were realized after our one-year pilot. Introduction/Background: The requirement for physical distancing during COVID has led to challenges in education. Emergency Medicine (EM) residencies pivoted to online educational conferences, however a need for interactive education previously met through Morning Report remained. Third-year Teaching Residents (TRs), who historically supervised these sessions, also lost this opportunity for facultyobserved peer teaching. Educational Objectives: VMR aims to fill the gap left by the cancellation of in-person educational activities. These goals are as follows Allow for a venue for interactive discussion between students and faculty in a non-clinical space. Create an opportunity for TRs to hone teaching skills during their block. Create a model which is easily accessible to learners. Curricular Design: VMR is held twice weekly using Zoom software, for strictly 30 minutes. The end time was enacted to ensure that participants can reliably schedule around VMR and see the entire presentation. Cases are presented by the TR, except for one monthly case by a pediatric EM fellow and one by a toxicology resident. Presentations encourage participation from the audience to develop a differential and discuss management. Residents on shifts have this half-hour protected and are expected to join, but sessions are optional for other residents. Individual feedback on session design is given by core faculty to the TR at the conclusion sessions. Impact/Effectiveness The first VMR occurred on May 12 and has continued without interruption all year. Participation ranges between 20-60 learners. VMR allows for off-service residents to stay in touch with our department. Faculty from multiple sites, who previously would not have venue to interact, discuss management with learners. Student participation includes pre-clinical as well as EM-bound students. “Virtual” clerkship students and interviewees are invited to VMR engage with our residency. This model is easily reproducible.