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Morning report goes virtual: learner experiences in a virtual, case-based diagnostic reasoning conference

  • John C. Penner ORCID logo EMAIL logo , Stephenie Le , Lindsey C. Shipley , H. Moses Murdock , Daniel J. Minter and Saman Nematollahi
Published/Copyright: August 4, 2021
Diagnosis
From the journal Diagnosis Volume 9 Issue 1

Abstract

Objectives

Participation in case-based diagnostic reasoning (DR) conferences has previously been limited to those who can attend in-person. Technological advances have enabled these conferences to migrate to virtual platforms, creating an opportunity to improve access and promote learner participation. We describe the design and evaluation of virtual morning report (VMR), a novel case-based DR conference that aimed to expand access to these conferences, leverage a virtual platform to create new opportunities for learner participation, and improve learner confidence in performing DR.

Methods

VMR took place on a videoconferencing platform. Participants included health professions students, post-graduate trainees, and practitioners. In designing VMR, we adapted concepts from the experience-based model of learning to design opportunities for learner participation. Teaching strategies were informed by information-processing and situativity theories. We evaluated learner experiences in VMR using a survey with open and closed-ended questions. Survey items focused on accessing case-based teaching conferences outside of VMR, participant perceptions of the educational value of VMR, and VMR’s impact on participants’ confidence in performing DR. We used thematic analysis to manually code open-ended responses and identify themes.

Results

203 participants (30.2%) completed the survey. 141 respondents (69.5%) reported they did not otherwise have access to a DR conference. The majority of participants reported increased confidence performing DR. Respondents highlighted that VMR supplemented their education, created a supportive learning environment, and offered a sense of community.

Conclusions

VMR can expand access to DR education, create new opportunities for learner participation, and improve learner confidence in performing DR.

Keywords: case conferences; clinical teaching; diagnostic reasoning; morning report
Corresponding author: John C. Penner, Department of Medicine, University of California, 505 Parnassus Ave., San Francisco, 94143, CA, USA, Phone: +(408)2046990, E-mail:

  1. Research funding: None declared.

  2. Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission. JCP was the lead investigator and participated in the study design, data analysis, manuscript drafting, and manuscript revisions. SL participated in the study design, data analysis, and manuscript revisions. LCS participated in the study design, data analysis, and manuscript revisions. HMM participated in the study design, data analysis, and manuscript revisions. DJM participated in the study design, data analysis, and manuscript revisions. SN was the senior investigator and participated in the study design, data analysis, manuscript drafting, and manuscript revisions.

  3. Competing interests: All authors are volunteer members of the Clinical Problem Solvers Team. They receive no financial benefits from this organization.

  4. Informed consent: Informed consent was obtained from all individuals included in this study.

  5. Ethical approval: The local Institutional Review Board deemed the study exempt from review.

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Supplementary Material

The online version of this article offers supplementary material (https://doi.org/10.1515/dx-2021-0073).

Received: 2021-06-02
Accepted: 2021-07-19
Published Online: 2021-08-04

© 2021 Walter de Gruyter GmbH, Berlin/Boston

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https://doi.org/10.1515/dx-2021-0073
Keywords for this article
case conferences; clinical teaching; diagnostic reasoning; morning report

Articles in the same Issue

  1. Frontmatter
  2. Editorial
  3. From Camille Nούς to Apollonian and the Dionysian scientists
  4. Review
  5. The role of D-dimer in periprosthetic joint infection: a systematic review and meta-analysis
  6. Mini Reviews
  7. Updated picture of SARS-CoV-2 variants and mutations
  8. Systematic review and cumulative meta-analysis of the diagnostic accuracy of glial fibrillary acidic protein vs. S100 calcium binding protein B as blood biomarkers in observational studies of patients with mild or moderate acute traumatic brain injury
  9. Opinion Papers
  10. The 6C model for accurately capturing the patient’s medical history
  11. Webside manner: maskless communication
  12. Original Articles
  13. Ways that nurse practitioner students self-explain during diagnostic reasoning
  14. Diagnostic reasoning: relationships among expertise, accuracy, and ways that nurse practitioner students self-explain
  15. Perspectives on the current state of pre-clerkship clinical reasoning instruction in United States medical schools: a survey of clinical skills course directors
  16. Use of a structured approach and virtual simulation practice to improve diagnostic reasoning
  17. Analyzing diagnostic errors in the acute setting: a process-driven approach
  18. Morning report goes virtual: learner experiences in a virtual, case-based diagnostic reasoning conference
  19. Stroke hospitalization after misdiagnosis of “benign dizziness” is lower in specialty care than general practice: a population-based cohort analysis of missed stroke using SPADE methods
  20. Discrepancy between emergency department admission diagnosis and hospital discharge diagnosis and its impact on length of stay, up-triage to the intensive care unit, and mortality
  21. Automated capture-based NGS workflow: one thousand patients experience in a clinical routine framework
  22. Short Communication
  23. Characterizing the relationship between diagnostic intensity and quality of care
  24. Case Reports – Lessons in Clinical Reasoning
  25. Lessons in clinical reasoning ‒ pitfalls, myths, and pearls: a case of confusion, disequilibrium, and “picking at the air”
  26. Hickam’s dictum, Occam’s razor, and Crabtree’s bludgeon: a case of renal failure and a clavicular mass
  27. Letters to the Editor
  28. Three learning concepts to improve diagnosis and enhance the practice of medicine
  29. Distributed cognition: a framework for conceptualizing telediagnosis in teams
  30. Performance of Fujirebio Espline SARS-CoV-2 rapid antigen test for identifying potentially infectious individuals
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