Skip to main content
. 2018 Dec 13;136(6):571–578. doi: 10.1590/1516-3180.2018.0147060818

Table 2. Relevant studies on residents-as-teachers (RaT) programs that were included in this review.

Authors Year Study type* Participants (n) Specialty Main objectives Conclusions
Jewett et al.20 1982 RCT 55 residents Pediatrics To compare residents who received clinical teaching instruction with those who did not. The intervention group was significantly more confident as teachers and received more positive feedback on their teaching.
Sheets et al.19 1991 RL NA Surgery To describe evidence that supported the importance of training surgery residents in teaching skills. Residency program directors and faculty members within surgery needed to acknowledge that teaching was an important component of residents’ daily agenda.
Bordley et al.22 2000 NR NA Internal medicine To describe the importance of teaching skills for residents and discuss the costs involved in these activities at different institutions. The authors strongly supported investment in training residents as teachers.
Morrison et al.13 2000 NR NA NA To describe the number of RaT programs in the US and demonstrate evidence for their implementation and evaluation. Research was needed to identify the most appropriate design for RaT programs and how they affected educational outcomes.
Furney et al.30 2001 RCT 57 second- and third-year residents Internal medicine To compare residents who received a one-hour intervention based on the One-Minute Preceptor, with a control group. Intervention group residents reported statistically significant changes in all behaviors after the One-Minute Preceptor.
Morrison et al.37 2002 QS 100 medicine students, residents and faculty members Internal medicine Pediatrics Family medicine To describe the learning needs of residents for becoming more effective teachers, using 11 focus groups and 4 semi-structured interviews. Residents filled important roles as practical clinical teachers and role models for junior learners.
Wamsley et al.26 2004 RL 14 articles on RaT programs Multiple To examine the evaluation methods for resident teaching courses and estimate the effectiveness of those teaching courses. Resident teaching courses improved resident self-assessed teaching behaviors and teaching confidence. Further studies were needed to elucidate the best format, length, timing and content of these courses and to determine whether they influenced learner performance.
Morrison et al.23 2005 QS 21 third-year residents Internal medicine Family medicine Pediatrics To compare residents who received a 13-hour training in teaching skills in the previous year, with those who did not, through semi-structured interviews. Intervention group residents expressed more enthusiasm for teaching, learner-centered learning and self-knowledge about teaching. Control group residents seemed easily frustrated by time constraints and often expressed cynicism and guilt toward learners.
Dewey et al.33 2008 SR 13 articles on RaT programs Multiple To identify all randomized control trials (RCTs) on residents’ teaching skills programs in psychiatry. Only one trial incorporating psychiatry residents was found to exist.
Busari et al.21 2009 QS 18 residents Pediatrics Obstetrics and gynecology To extract recommendations from interviews, regarding how a training program for residents could be created. Enthusiasm and enjoying teaching were good attributes of successful teachers. Reasons for poor teaching were lack of time and absence of support from attending staff.
Post et al.27 2009 SR 24 articles on RaT programs Multiple To provide an updated systematic review of the literature on RaT program curricula and determine the most evidence-based curriculum and evaluation strategy. Research on RaT program curricula was limited by both the number of studies and their methodology. The results demonstrated that these curricula can significantly improve residents’ teaching skills.
Karani et al.18 2014 QS 37 third-year medical students NA To describe what students learned from residents and teaching strategies used by excellent resident teachers. In this study, role modeling was the most frequently classified teaching model. Residents’ teaching was critically important for undergraduate students.
Owolabi et al.38 2014 QS 20 residents Internal medicine To evaluate the clinical teaching skills of internal medicine residents from the perspective of medical students in a tertiary-level teaching institution in Africa. Residents’ clinical teaching skills were suboptimal, particularly regarding their ability to promote understanding and retention.
Dannaway et al.28 2016 RL 12 articles on RaT programs Multiple To assess the current evidence regarding the efficacy of teaching skills programs for junior medical officers. The review of the literature demonstrated many positive effects from teaching skills programs, thus supporting their use. Substantial threats of bias were present in most studies.
Ramani et al.17 2016 FG NA Multiple To guide medical educators involved in the implementation of RaT programs. The authors highlighted the importance of congruence between formal and hidden curricula and encouraged evidence-based approaches within education.
Al Achkar et al.16 2017 QQS 221 residency program directors Multiple To compare the number of RAT programs with data from a previous study in 2000 and ask for feedback about the importance of these activities. Over 80% of the residency programs surveyed had implemented RaT programs. Program directors had realized that there was a clear need for formative training experiences for residents.
Chokshi et al.32 2017 IR 29 second-year residents Pediatrics The authors developed and evaluated an intensive one-day RaT program curriculum using a flipped classroom approach. Residents demonstrated statistically significant improvements in performance between pre- and postworkshop evaluations through objective structural teaching evaluations and attitudinal and self-efficacy questionnaires.

*NR = narrative review; QQS = qualitative and quantitative survey; FG = framework guide; QS = qualitative study; RL = review of the literature; RCT = randomized controlled trial; SR = systematic review; IR = innovation report; NA = not applicable.