BACKGROUND Morning report (MR) is a common case-based conference in graduate medical education. Recent studies highlight participant dissatisfaction with the educational value of MR, but data are lacking on means for improvement. We aimed to increase MR quality and participant satisfaction at our academic pediatric residency program. METHODS Improvement science was used to develop and implement a new standardized pediatric MR process (intervention), with 5 core educational elements and structured resident-faculty mentorship. Educational elements were measured via feedback forms and tracked using a run chart. Residents and faculty were surveyed regarding MR quality and satisfaction at baseline and 6 months postintervention; responses were analyzed using mixed effects logistic regression. RESULTS The median of educational elements increased from 3 to 5 (5 maximum) during the 6-month study period and 12-months poststudy. Baseline and postintervention survey response rates were 90% (18 of 20) for residents and 66% (51 of 77) for faculty. Residents reporting high quality MR changed from 50% to 72% (P = .20), and faculty from 29% to 85% (P <.001). Satisfaction with MR content increased for both residents (50%-89%, P = .03) and faculty (25%-67%, P <.001). Resident satisfaction with faculty mentorship before MR increased from 28% to 78% (P = .01); satisfaction with faculty feedback after MR increased from 11% to 56% (P = .02). CONCLUSIONS Improvement science can be used to develop a new pediatric graduate medical education process. Requiring core educational elements and providing structured mentorship were associated with improvements in pediatric MR quality and participant satisfaction.

中文翻译：

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通过质量改进提高儿科晨报的教育价值。

背景 晨报（MR）是研究生医学教育中常见的基于案例的会议。最近的研究强调了参与者对 MR 的教育价值的不满，但缺乏改进方法的数据。我们的目标是在我们的学术儿科住院医师计划中提高 MR 质量和参与者满意度。方法 改进科学用于开发和实施新的标准化儿科 MR 过程（干预），具有 5 个核心教育要素和结构化的住院教师指导。教育元素通过反馈表进行衡量，并使用运行图进行跟踪。在基线和干预后 6 个月对居民和教师进行了关于 MR 质量和满意度的调查；使用混合效应逻辑回归分析反应。结果 在 6 个月的学习期间和 12 个月的学习后，教育元素的中位数从 3 增加到 5（最多 5）。居民的基线和干预后调查回复率为 90%（20 人中的 18 人），教职员工为 66%（77 人中的 51 人）。报告高质量 MR 的居民从 50% 变为 72% (P = .20)，教师从 29% 变为 85% (P <.001)。居民 (50%-89%, P = .03) 和教师 (25%-67%, P <.001) 对 MR 内容的满意度都有所提高。在 MR 之前，居民对教师指导的满意度从 28% 增加到 78% (P = .01)；MR 后对教师反馈的满意度从 11% 增加到 56% (P = .02)。结论 改进科学可用于开发新的儿科研究生医学教育过程。