Design RaT programs as longitudinal, integrated curricula with structured instruction, direct practice, formative feedback, and ongoing coaching¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

This strategy captures the review's core design recommendation: residents-as-teachers programs should be longitudinal and clinically integrated rather than brief stand-alone workshops. The review reports that 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." It further notes that "effective RaT programs require ongoing support structures, not only initial training."

Design Implications¶

Context¶

Requirements¶

• Institutional support structures and protected teaching time
• Integration of structured teaching opportunities within routine clinical workflows

Constraints¶

• Short workshops produced immediate confidence gains but rarely led to lasting behavioral change
• Gains may diminish without ongoing reinforcement, requiring periodic booster sessions

Target Learners¶

• Medical and surgical residents in postgraduate years 1-6

Target Learning Goals¶

• Teaching skills including didactic teaching, feedback delivery, precepting, and bedside teaching

Claims¶

• Longitudinal, integrated RaT programs produce more durable teaching skill gains than brief stand-alone workshops [+W]
• Confidence gains after brief RaT workshops do not automatically translate into improved teaching performance [+W]
• Residents across specialties and regions consistently request structured teaching training with explicit objectives [+W]

Related Strategies¶

• Adapt RaT curricula to local cultural, institutional, and workforce characteristics rather than directly adopting Western-designed programs
• Design CPR education as an ongoing, reinforcement-based process combining spaced intervals, feedback, and cognitive components
• Design CPD programs with hands-on skill development, ongoing reinforcement, and integration into workplace protocols
• Integrate MLM education longitudinally with experiential learning and robust program evaluation
• Integrate grief training throughout the medical curriculum using interdisciplinary collaborations and experiential learning opportunities

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