Journal of evaluation in clinical practice · 2025
Changing Quality of Morning Report: Bridging the Gap Between Standards and the Current Situation.
СтатьяНазвание и аннотация: Перевод в очереди
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Yakhforoshha Afsaneh, Samiee Fatemeh, Savadkoohi Milad Nasiri
Аннотация
AIM AND OBJECTIVE: The Morning Report (MR) has been considered an essential phase of clinical educational. Yet evidence points to the MR format varying in terms of content, presentation, goals, and organization in different academic departments. Therefore, we hypothesized that a standard-based tool for assessing MR followed by interactive meetings and workshops as empowerment programs results in bridging the gap between standards and the current state.
METHODS: This quasi-experimental study was conducted during three stages in eight departments of academic hospitals of the Qazvin University of Medical Sciences (QUMS) in Iran. In the first stage, a possible gap of running MR were identified during an on-site assessment using a developed tool based on national standards. The tool focused on three areas running MR preparation, scheduling, and implementation. In the second stage, involved clinical educators were empowered to use the correct way of holding MR sessions. Finally, a reassessment was conducted 6 weeks afterward using the same tool, and the extent of changes in complying with the educational standards was measured. The data was analyzed using SPSS.
RESULTS: After the intervention, a significant change was observed in the preparation and implementation dimension of MR in different departments (p < 0.05). However, there was no statistically significant difference in the dimension of scheduling of quality of MR after intervention (p > 0.05).
CONCLUSION: Conducting an initial assessment during actual workplace practices using a standard-based tool following interventions can promote translating new knowledge into real practice, bridge the educational gap, and achieve the desired practice.
METHODS: This quasi-experimental study was conducted during three stages in eight departments of academic hospitals of the Qazvin University of Medical Sciences (QUMS) in Iran. In the first stage, a possible gap of running MR were identified during an on-site assessment using a developed tool based on national standards. The tool focused on three areas running MR preparation, scheduling, and implementation. In the second stage, involved clinical educators were empowered to use the correct way of holding MR sessions. Finally, a reassessment was conducted 6 weeks afterward using the same tool, and the extent of changes in complying with the educational standards was measured. The data was analyzed using SPSS.
RESULTS: After the intervention, a significant change was observed in the preparation and implementation dimension of MR in different departments (p < 0.05). However, there was no statistically significant difference in the dimension of scheduling of quality of MR after intervention (p > 0.05).
CONCLUSION: Conducting an initial assessment during actual workplace practices using a standard-based tool following interventions can promote translating new knowledge into real practice, bridge the educational gap, and achieve the desired practice.