Recent innovations in postgraduate medical education place greater emphasis on evidence-based curricula and self-directed, learner-centered education. Little has been published to date about how to apply these educational innovations to morning report, traditionally an important daily teaching venue in all internal medicine training programs. We describe here the content and conduct of a new evidence-based morning report at a large teaching hospital where it has become the popular hub for residents’ self-directed academic activities. Methodologic standards are needed to study, report, and evaluate outcomes of similar educational interventions.