Case-Based Education: Stress during Learning in Morning Report Sessions
Shahram Yazdani
Department of Medical Education, Shahid Beheshti University of Medical Sciences, Iran.
Maliheh Arab *
Shahid Beheshti University of Medical Sciences, Preventative Gynecology Research Center (PGRC), Imam Hossein Medical Center, Shahid Beheshti University of Medical Sciences, Iran.
Giti Noghabaei
General Physician, Preventative Gynecology Research Center (PGRC), Imam Hossein Medical Center, Shahid Beheshti University of Medical Sciences, Iran.
Fakhrolsadat Hosseini
Shahid Beheshti University of Medical Sciences, Iran.
*Author to whom correspondence should be addressed.
Abstract
Background: Morning report has long been regarded as a stressful session for students and lecturers. This study aims to evaluate the main indices regarding stress.
Material and Methods: In a university including 5 hospitals and 25 academic wards, three indices regarding stress were evaluated including talking interruption, serving snacks and systematic feedback.
Result: In none of the wards, serving snacks during teaching sessions was observed. In 53 out of 73 (72%) talking interruption was demonstrated.
The score of systematic feedback was 48%.
Conclusion: Talking interruption in morning report sessions is high and systematic data gathering (feedback) from learners is low. Serving snacks is ignored at all.
Keywords: Medical education, learning, evaluation, morning report.