Intakes Conference: Understanding the impact of resident autonomy on a morning report conference.

Moreno, M. A., & Shaffer, D. W. (2006). Intakes Conference: Understanding the impact of resident autonomy on a morning report conference. Teaching and Learning in Medicine, 18(4), 297-303.
http://epistemicgames.org/cv/papers/IntakesConference.pdf

Here, we present a case study of a resident-led conference, Intakes, a semi-weekly MR conference at a mid-sized pediatric residency program at University of Wisconsin Children’s Hospital in Madison, Wisconsin. Our study was conducted as a qualitative case analysis of an MR in which residents are given responsibility for the format and direction of the conference. Our focus is on the patterns of productivity, participation and format of this resident-led conference and the extent to which resident autonomy supports the traditional educational goals of MR in this context. Our results suggest that in the context of this MR conference, sound pedagogical practices emerged from the relatively autonomous decisions of resident participants.