Senior Resident Training on Educational Principles (STEP): A Proposed Innovative Step from a Developing Nation

Area of Science:

• Medical Education
• Faculty Development
• Graduate Medical Education

Background:

• Resident-as-teacher programs are prevalent in Western medical schools but scarce in Asian and developing countries.
• There is a need for structured training to enhance the teaching capabilities of senior residents in these regions.
• Existing faculty development programs may not adequately address the unique needs of resident educators.

Purpose of the Study:

• To analyze a three-day orientation program designed for senior residents to function as teachers.
• To provide a new template for supplementing faculty workshops or advocating for systemic change in medical education.
• To share experiences from the University College of Medical Sciences for potential replication at national or regional levels.

Main Methods:

• Scholarly analysis of a three-day orientation program for senior residents.
• Evaluation of the program's structure and content for improving resident teaching skills.
• Documentation of the Medical Education Unit's experience in implementing the training.

Main Results:

• The orientation program provided a structured approach to resident-as-teacher training.
• The analysis identified key components for effective resident educator development.
• The experience offers a scalable model for medical institutions in resource-limited settings.

Conclusions:

• Resident-as-teacher educational interventions require careful design considering their impact on the broader education system.
• The analyzed program serves as a valuable template for enhancing medical education in developing countries.
• Further implementation and evaluation are recommended to optimize resident teaching effectiveness.