Key Factors Impacting Morning Report Learning in Emergency Residency Training: A Multicenter Qualitative Study

Background Morning reports are essential educational tools in medical training that promote clinical reasoning, communication, and decision-making. However, their impact in emergency medicine (EM) remains underexplored. This study identified factors that enhance or hinder learning in EM morning report sessions in Saudi Arabia. Methods This qualitative study was conducted at five major Saudi Board of Emergency Medicine training sites in Riyadh, where standardized morning reports were held at 7:00 AM for an average of 20 minutes, facilitated by EM residents under consultant supervision. Eligible participants included EM consultants actively supervising morning reports and EM residents mandated to attend and present. Data were collected through semi-structured interviews with consultants and focus group discussions with residents. Content analysis was used to thematically identify key dimensions influencing morning report effectiveness. Results A total of 47 EM residents and consultants participated. Three primary themes emerged regarding challenges and improvements in morning reports: (1) timing and scheduling – delays, inconsistent session durations, and conflicts with peak patient flow hindered participation; (2) content and teaching methods – overreliance on lecture-based formats, limited diversity, and insufficient interaction reduced engagement; (3) mentorship and engagement – passive participation, inconsistent guidance, and unprepared presenters diminished educational value. Conclusions This study highlights the key barriers and enablers in EM morning reports, emphasizing the need for structured scheduling, dynamic teaching methods, and enhanced mentorship. These recommendations can optimize morning reporting sessions, improve EM residency training, and enhance overall patient care.