Table 2.

Brief reviews on studies related to microteaching

Author (year)	Article title	Study design and study settings	Sample size (n) and age group	Findings
Madhu Gupta et al. (2016)	Improving quality of home-based postnatal care by microteaching of multipurpose workers in rural and urban slum areas of Chandigarh, India: A pilot study	A longitudinal study design Chandigarh	12 health-care workers for 93,151 (each HW 8000 population) Age - 26–45 years	After three rounds of video recording, the overall skill evaluation score, infant examination skill, maternal examination skill, and counseling increased from baseline values[2]
Samir Kumar Praharaj (2016)	Can microteaching be used for teaching postgraduate psychiatry residents in a small group?	A cross-sectional, observational study Kasturba Medical College, Manipal	12 PG psychiatry students	All of the speakers said the microteaching session helped them comprehend the subject better. The findings indicate that microteaching may be utilized to instruct psychiatry residents[11]
Vijay Kautilya Dayanindhi et al. (2018)	Effectiveness of microteaching as a method of developing teaching competence among in-service medical teachers	A prospective experimental study Shri Sathya Sai Medical and research institute, Chennai	30 faculties Age - 30–55 years	After five sessions of microteaching, participant’s behavior exhibited a statistically significant improvement. While many of the participants said this strategy was time and resource-consuming, they all agreed it was beneficial[12]
Najma Baseer et al. (2020)	Micro-feedback skills workshop impacts perceptions and practices of doctoral faculty	A quasi-experimental study KMU Peshawar	Supervisor - 24 Supervisees - 34 Age - >20 years	On OSTE scores, a learning increase of 56% was seen. There was no discernible variation in views between the two groups following the session. Surprisingly, instructors altered their perspectives toward those held by their peers[8]
Dennis Murphy Odo et al. (2021)	An action research investigation of the impact of using online feedback videos to promote selfrefection on the microteaching of preservice EFL teachers	A observational study South Korea	14 preservice teachers Age - 21–27 years	The outcomes of this study revealed three responses. First, they thought that taking part in the videotaped feedback sessions had taught them new teaching techniques, ideas, and procedures. A second data-driven theme was the improved feedback provided through video. They also noted that they may revisit the lecture several times[5]

OSTE=Objective structured teaching examination, KMU=Khyber Medical University, EFL=English as Foreign language, HW=Healthcare Worker