Modernising morning report: innovation in teaching and learning.
BACKGROUND
Over recent years there has been a shift in undergraduate medical education, from predominantly passive, didactic teaching methods to facilitating learning by focusing on the management of common scenarios, through the means of problem- and case-based learning.


BACKGROUND
Case-based learning and peer-led teaching are often overlooked at postgraduate level, despite the continuing demonstrated success of these methods in fostering independent reasoning and problem-solving skills that are vital for newly qualified doctors to develop. When trying to strike a balance between educational needs and service provision, it is essential to identify and implement efficient, effective approaches to optimise learning opportunities.


METHODS
We have adapted the pre-existing framework of the American 'Morning Report' to suit the needs of today's junior doctors, creating a system of providing case-based learning paired with peer-led teaching.


CONCLUSIONS
We evaluated the educational model through a focus group session, and found that our Morning Report was a unique environment where junior doctors feel comfortable engaging with group case-based teaching, with the support and encouragement of senior consultants, reinforced with online case summaries and blog resources.
Guy's and St Thomas' NHS Foundation Trust, London, UK. kerry.layne@doctors.org.uk
Kerry
K
Layne
Adam
A
Nabeebaccus
Henry
H
Fok
Boris
B
Lams
Stephen
S
Thomas
Mark
M
Kinirons
D016022:Case-Control Studies; D003479:Curriculum; D004059:Diffusion of Innovation; D004504:Education, Medical, Undergraduate / Q000379:methods*; D017144:Focus Groups; D006801:Humans; D033181:Information Dissemination; D017145:Models, Educational; D020380:Needs Assessment; D010379:Peer Group; D018794:Problem-Based Learning; D013663:Teaching / Q000379:methods*