Longitudinal, integrated RaT programs produce more durable teaching skill gains than brief stand-alone workshops¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Longitudinal, integrated programs combining structured instruction with direct practice, formative feedback, and ongoing coaching demonstrate more durable improvements in teaching skills than brief stand-alone workshops. → AlMarzooqi LM 2026

Evidence¶

AlMarzooqi LM 2026¶

AlMarzooqi LM, Goswami N. (2026). Residents as Teachers in postgraduate medical education: a structured review of global evidence and emerging gaps. BMC Medical Education. https://doi.org/10.1186/s12909-026-09920-2

q2 · i? · review · r2

The review's comparative synthesis (Theme 4) across 15 intervention studies, including one randomized controlled trial comparing a 3-year stepwise program with a traditional format. The review characterizes the pattern as "generally demonstrated" more durable improvements.

"Longitudinal, integrated programs that combined structured instruction with direct practice, formative feedback, and ongoing coaching generally demonstrated more durable improvements in teaching skills than stand-alone workshops."

Discussion¶

Related Claims¶

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• ePortfolio produced more powerful outcomes when faculty and staff received extended intensive professional development than brief training or none — related
• Direct CT instruction combined with modeling, coaching, and discussion yields more consistent CT improvement than implicit teaching strategies — related
• Coaching and expert support appeared in 30 of 35 studies, with coached classrooms showing larger gains in a randomized trial — a broader claim this one bears on
• Multi-stakeholder school interventions yielded broader and more durable outcomes than school-only models, though the pattern was not universal — a narrower finding that bears on this claim
• Residents across specialties and regions consistently request structured teaching training with explicit objectives — related
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• Residents recognize teaching as central to their professional identity yet carry substantial informal teaching loads without formal preparation — related
• Near-peer-led and instructor-led documentation workshops produced equivalent H&P and OSCE HPI scores — related