Original Publication
Open Access

Resident-as-Teacher Workshop

Published: January 19, 2014 | 10.15766/mep_2374-8265.9673

Included in this publication:

  • Brief Talks Exercise.docx
  • Feedback Cases .doc
  • Feedback Theory Handout.doc
  • Instructors Guide Resident as Teacher Workshop.doc
  • Introduction Questions.docx
  • Learning & Teaching Style Exercise .doc
  • Learning & Teaching Style Handout.doc
  • OMP and SNAPPS Practice Exercise.doc
  • OMP and SNAPPS handout.doc
  • Planning the Talk that Sticks Exercise.doc
  • Resident as Teacher Workshop Outline.doc
  • Resident as Teacher Workshop Postsession Survey.doc

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.

Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.


Residents educate daily, but feel unprepared to do so. Resident-as-teacher courses have been widely published about, but can be challenging to implement due to lack of protected time for residents and limited funding to compensate faculty and provide resources. Many of the available resources online are courses that take place over several days or weeks. The Resident-as-Teacher Workshop described here can be easily implemented using the instructor’s guide and the attached resources, particularly by a faculty member with an engaging teaching style who is interested in medical education. It can be delivered in smaller portions or as one extended session, making it easy to deliver in a variety of settings, from noon conference to academic half day.

This resource contains objectives for the workshop, teaching methods, workshop outline and agenda, efficacy data, reflections from our experience, evaluation forms, and guides for each component of the workshop, including cases, discussion questions, exercises, and informational handouts for learners. The workshop was purposefully designed to be non-didactic, with rich discussion and sharing of experiences. Faculty without formal training or experience in learning styles, feedback, and teaching styles such as One-Minute Preceptor and SNAPPs may at first be intimidated by delivering this workshop, but the references included are carefully chosen to help prepare faculty for discussion. Residents teach and are taught so often that there should not be concern for a lack of content or experience to share. Additionally, residents with regular continuity or inpatient admitting experience will easily draw from these cases when role-playing and providing examples during discussion.

Residents completed pre-workshop surveys, which showed that the greatest perceived barrier to teaching was time, followed by patient-care duties and perceived lack of knowledge. After the workshop, residents completed post-workshop feedback surveys, where they were asked to rate the workshop and its components on a 5-point scale, as well as their commitment to change based on their workshop experience. This is represented in graphical form in the Instructors Guide.

The subsequent year’s workshop design targeted understanding their strengths and styles as a teacher, and the results are shown below. There was a general trend towards improvement, particularly in understanding their learning style. This is represented in graphical form in the Instructor's Guide as well.

After 1 year, we administered a post-workshop survey to assess retention of concepts. 74% of respondents stated that they were currently using a skill they gained at the workshop. 70% responded that the workshop changed their approach to teaching. 67% responded that they workshop changed their approach to feedback.

Based upon our experience, the Resident as Teacher workshop has improved housestaff knowledge of the importance of their teaching role and increased their awareness of how to overcome barriers to teaching. The post-workshop evaluation suggests that the workshop provides residents with valuable strategies that they were able to continue using over a year later. In a time where the tension between service and education has never been higher, we need to empower our housestaff to improve the educational experience for our students, residents and patients.

Educational Objectives

  1. Encourage group discussion among residents of positive and negative teaching behaviors
  2. Discuss barriers to teaching and how they are overcome
  3. Discuss barriers to giving and receiving feedback in medicine, and how they can be overcome
  4. Review validated teaching methods such as the One-Minute Preceptor Model (1) and SNAPPS (2)
  5. Review teaching and learning styles
  6. Allow time to practice teaching and feedback

Author Information

  • Kerri Palamara, MD: Massachusetts General Hospital
  • Alaka Ray: Massachusetts General Hospital

None to report.

None to report.


Palamara K, Ray A. Resident-as-teacher workshop. MedEdPORTAL. 2014;10:9673. https://doi.org/10.15766/mep_2374-8265.9673