Background: Morning report (MR) is one of the most common methods in medical education. It is effective for improvement of the communication skills, problem solving abilities, and clinical reasoning among learners. This study aimed to evaluate and rearrange the MR sessions in the department of obstetrics and gynecology of Imam Reza Hospital in Mashhad. Method: This study was an action research. The first step included observation of current sessions, formation of focus groups, and conducting a training workshop regarding the principles of MR. Fourty-six individuals including 25 medical interns, 14 residents, and 7 faculties participated in the study within two months. Then, evaluation of the sessions was done and the effect of the intervention was evaluated. Results: Some of the significantly improved items are: the method of patient selection by selecting common diseases (P: 0. 010), announcing the patient's file number (P: 0. 000), the patient’s follow up (P: 0. 000) and declaring the person responsible for patient’s follow-up (P: 0. 000), writing the list of the patients on the board before the meeting (P: 0. 042), proper management of the meeting (P: 0. 000), referring to proper articles (P: 0. 000), and managing the duration of the presentation (P: 0. 000), documenting the summary of the history (P: 0. 000), documenting the key points of history (P: 0. 000), providing appropriate feedback to the provider (P: 0. 010), and paying attention to complications (P: 0. 001. Conclusion: The methods of holding MR differ from defined standards in many educational centers worldwide. Thus, various aspects of meetings, including structural principles of holding MR, timing, patient selection, attention to intern and resident training at different stages, and compliance with ethical issues still need to be reviewed.

Objective: To study maternal and neonatal outcomes, the nulliparous women submitted to a training program in third trimester.Materials and methods: This randomized controlled trial was carried out on 64 nulliparous pregnant women divided into two groups according to their participation including; training group; n=34 or not; n=34. The program consisted of 8 meetings (between the 28 th and the 40 th gestational week) during which educational activities were developed. The control group received the standard care. Maternal and neonatal outcomes also were recorded. Data were analyzed by SPSS 16, and P<0.05 was considered significant.Results: There was no significant difference in age and body mass index in both groups, but a significant difference was found in both the gestational age based on last menstrual period (LMP), and ultrasonography, as well as in the cervix dilatation at the time the women arrived for delivery in both groups (P<0.05). The difference was also significant in the reasons of admission in hospital (P=0.04), oxytocin induction (P=0.01), mode of delivery (P=0.01), and gestational age of infants based on physical examination in both groups. Birth outcomes were also similar in both groups and no adverse effects of the interaction were found.Conclusion: Antenatal training program in nulliparous women was associated with arriving at maternity ward in active labor, decreasing oxytocin induction, and cesarean section and increasing the gestational age of infants based on physical examination, Training program offered to pregnant women by midwives, is an important low-technology health promotion tool, and may be performed at low cost in most settings.Whether these results also apply to multiparous women or not, requires additional studies.

Morning report sessions had long-standing history in medical education. Morning report management is an important aspect of professional medical education.To evaluate the contents of the morning report sessions, including management, staff training, deep learning, attention to learners at different level of education, record keeping, feedback, and final summarizing, direct observation of 73 sessions was conducted in five teaching hospitals in a medical university in Tehran.The following scores were obtained: morning report management (91%), training faculty members (9%), residents' training (4%), direct learning by patient management instead of memorizing study material (88%), paying attention to the different educational levels of learners (28%), record keeping (36%), systematic feedback (48%), and a final summarizing session (26%).Out of eight, five dimensions related to teaching in the morning report sessions need improvisation, specifically on the training of faculty members and residents, paying attention to different educational levels of learners, brief summary of all sessions, and record keeping.