Residents recognize teaching as central to their professional identity yet carry substantial informal teaching loads without formal preparation¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2031: baselines and conditions change

Subclaims¶

q2 i? Across specialties and healthcare systems, residents view teaching as integral to professional identity but report substantial informal teaching loads and minimal formal preparation. → 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

This is the review's thematic synthesis (Theme 1) of 32 studies spanning surveys, qualitative designs and interventions. The review reports this as a cross-study pattern: residents "recognize teaching as integral to their professional identity" while operating "with minimal formal preparation and limited institutional support."

"Across specialties and healthcare systems, studies consistently show that residents recognize teaching as integral to their professional identity while simultaneously operating with minimal formal preparation and limited institutional support."

Discussion¶

Related Claims¶

• Residents across specialties and regions consistently request structured teaching training with explicit objectives — related
• Resource mismatch, missing incentives, and discontinuous post-training support constrain the sustainability of training transfer — related
• Longitudinal, integrated RaT programs produce more durable teaching skill gains than brief stand-alone workshops — related