Case-Based Education: Stress during Learning in Morning Report Sessions
Shahram Yazdani, Maliheh Arab, Giti Noghabaei, Fakhrolsadat Hosseini
Annual Research & Review in Biology · pp. 3238–3243 · Published 7 Jun 2014
10.9734/ARRB/2014/8714Abstract
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.
References (12)
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