Accepted Type
Oral
Code
OF2-2-3
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Other
Presenter Other
Faculty Member
Affiliation
Considered for Poster
no
Title
Morbidity and Mortality Rounds as a Learning Practice: A Critical Interpretive Synthesis
Length of Presentation
Background/Purpose
Morbidity and mortality rounds (MMRs) are a learning practice that have been a part of medicine for more than 100 years. Recently, MMRs have become a site of interest for educators, hospital administrators, and governing bodies. As such, MMRs occupy a hybrid organizational space with multiple accountabilities. To date, there have been few examinations of processes of learning emerging in new iterations of MMRs, specifically how those logics of learning are interacting, complicating, or confounding one another.
Methods
To address this conceptual problem, we reviewed MMR literature using a critical interpretive approach. The aim of the review was to document how MMRs are constructed in the published literature and to interpret what those constructions imply about the nature of professional knowledge and learning within hybrid organizational spaces. Following a search and selection process, we included 60 articles in the dataset.
Results
Current literature reflects a range of competing imperatives in the design, delivery, and evaluation of MMRs. Some scholars have reflected on the possible implications of a single learning practice attempting to serve individual learning needs and organizational performance requirements. Despite this, there have been few empirical studies of the potential impact of these multiple imperatives acting on a single learning practice.
Conclusion
MMRs serve as an ideal site to explore the interactions between individuals, organizations, professions, and policy-makers. Understanding how knowledge is produced, contested and maintained across these boundaries is increasingly important for educators seeking to support clinical learning environments and lifelong learning in clinical workplaces.
Keyword 1
critical interpretive synthesis
Keyword 2
morbidity and mortality rounds
Level of Training
CPD (faculty development, CME)
Abstract Themes
Postgraduate
Additional Theme (First choice)
Continuing Medical Education
Additional Theme (Second Choice)
Additional Theme (Third Choice)
Authors
Presenter
Paula Rowland
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
