Adapt RaT curricula to local cultural, institutional, and workforce characteristics rather than directly adopting Western-designed programs¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

This strategy addresses the review's geographic-gap finding: Western-designed RaT curricula should not be transplanted without adaptation to local contexts. The review states that "educational approaches shown to be effective in Western settings may not fully account for differences in motivational drivers, professional identity formation, interprofessional dynamics, and clinical workflow structures within GCC healthcare environments." It calls for "locally developed approaches" reflecting cultural, institutional, and workforce characteristics.

Design Implications¶

Context¶

Requirements¶

• Regional needs assessments to understand residents' educational roles and learning needs
• Culturally responsive assessment tools developed and validated locally

Constraints¶

• Existing RaT evidence is almost entirely Western and may not transfer to Middle Eastern training environments
• Limited attention to interprofessional teaching may inadequately reflect multicultural healthcare systems common in the region

Target Learners¶

• Residents training in GCC and other under-researched healthcare systems, within multicultural clinical teams

Target Learning Goals¶

• Teaching competencies aligned with regional and international frameworks including EmiratesMed and ACGME-International standards

Claims¶

• Institutional culture, prior teaching experience, and motivational profiles shape residents' teaching effectiveness [+W]

Related Strategies¶

• Design RaT programs as longitudinal, integrated curricula with structured instruction, direct practice, formative feedback, and ongoing coaching
• Implement ethnic studies curricula with locally grounded development, compensated education partners, and sustained professional learning
• Culturally tailored chatbot design: position chatbots as reflective companions for Chinese users and as thinking partners for Western users, while deploying cognitive support broadly
• Implement the CCSS with AI/AN students through expanded resources, localization of reform, and specialized extended professional development
• Tailor curricula, programs, and support systems to clinical readiness components
• Adapt an existing European or global competency framework to national needs rather than developing one de novo

Examples¶

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Key Sources¶

• 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