The Satisfaction Measurement and Comparison of Medical and Educational Abilities of Students in Morning Report Sessions: An Interventional Study

Abstract Background and Aim: The significance of morning report sessions has prompted medical universities, faculties, and clinical medical groups to pursue suitable standards and criteria for conducting these sessions at the highest possible quality. Numerous factors have had a significant impact on the competencies and satisfaction levels of interns, residents, and faculty members with regard to the execution of morning report sessions. This study aimed to investigate the satisfaction levels and compare the medical and educational competencies of medical students participating in morning report sessions. In this study the perspectives of faculty members, internal medicine residents, and medical interns was considered. Methods This cross-sectional descriptive study took place in the Internal Medicine departments of Imam Reza and Qaem Educational Hospitals, Mashhad University of Medical Sciences, during the academic year 2021–2022. The sample comprised 124 interns, 60 clinical residents, and 41 faculty members, all of whom met the study's criteria and were included in the research through census sampling. The data collection instrument utilized was a questionnaire developed by Makarem and colleagues. The data collected on hospitals was confidentially archived, with the hospital names being coded for the current study. The data collected was analyzed using SPSS version 23 software. Results The study involved 225 participants, comprising 60 clinical residents (26%), 124 interns (55%), and 41 faculty members (18%). The results indicated a disagreement between residents and faculty members regarding the participation of residents in morning report sessions, with interns expressing a preference for holding sessions without resident attendance. Conclusion The findings clearly indicated that both residents and faculty members objected to the absence of residents in these sessions. This was attributed to the increased responsibility placed on residents for presenting reports and responding to faculty members, leading to a decrease in teaching effectiveness. Conversely, interns expressed a preference for sessions conducted in a classroom-style environment without the presence of residents, citing decreased stress and a lighter burden of responsibility. These findings offer valuable insights for organizing morning report sessions in order to enhance educational quality and increase participant satisfaction.