ArticleJournal of general internal medicine2022
Learning Outcomes from an Academic Internal Medicine Morbidity and Mortality Conference.
Article in Journal of general internal medicine, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- A multi-perspective qualitative study on robotic-assisted surgery training demand.Scientific reports · 2025Article
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundMorbidity and Mortality (M&M) conferences are widely utilized clinical teaching forums across the USA. Recent literature demonstrates heterogeneity in the educational objectives of M&M, with prior authors suggesting a variety of overarching purposes of the conference, including teaching quality improvement methods; promotion of patient safety; enhancement of clinical knowledge and skills; and reflection on humanistic aspects of medical practice. There is less information in the published literature regarding learning outcomes of M&M participants.
objectiveThe goal of this study was to describe learning outcomes from the Internal Medicine Morbidity, Mortality, and Improvement conference at Dartmouth-Hitchcock Medical Center.
designDirected content analysis of learning outcomes statements.
participantsInternal medicine physicians who requested Maintenance of Certification credit for one or more conference sessions during the 2017-2018 academic year. APPROACH: Two independent reviewers analyzed 347 learning outcomes statements submitted by 49 conference participants. The reviewers used an iterative process to code content themes (the category of medical or healthcare delivery knowledge learned) and learning implementation domains (the context or manner in which learning would be applied), and to identify comments regarding the shared experience of practicing medicine. KEY
resultsSeventy-eight percent of comments described learning related to clinical knowledge and skills, and 28%, 34%, and 9% of comments described learning related to clinical reasoning skills, systems knowledge, and the need for systems change, respectively. Most conferences generated learning within a variety of themes and across multiple domains. Sixty-four percent of conferences included at least one reflection on the shared experience of practicing medicine.
conclusionsParticipants derived several types of learning from this Internal Medicine M&M conference. Although clinical knowledge and skills represent the most common type of learning, the conference also produces rich learning in other domains as well as reflections on the humility, challenges, and meaning of being a physician.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.