Teaching to Teach: A Scoping Review of Teaching Skill-Development Programs across Medical Education

Area of Science:

• Medical Education
• Physician Training
• Clinical Pedagogy

Background:

• Teaching is a core responsibility for physicians and trainees.
• Effective clinical educators are crucial for medical training.
• Existing training programs for physicians on how to teach require evaluation.

Purpose of the Study:

• To review existing literature on physician teaching training programs.
• To identify who is trained, training methods, and program effectiveness.
• To inform the improvement of teaching training programs for physicians.

Main Methods:

• A scoping review of six databases was conducted (PubMed, Embase, MEDLINE, Cochrane, CINAHL, Web of Science).
• Literature from 2010 onwards on physician teaching interventions was systematically searched.
• Data extraction and analysis were performed by four authors.

Main Results:

• 163 studies were included, focusing on medical students (17%), residents (55%), fellows (13%), and faculty (23%).
• Training interventions varied in length and included lectures, observed teaching, and case-based learning.
• Efficacy measures included improved confidence (61%), self-reported abilities (59%), and interest in academic medicine (33%).

Conclusions:

• Current physician teaching training programs exhibit significant variation.
• There is a need for further research to advance the instruction of physicians and trainees in effective clinical education.
• Standardization and evidence-based improvements are necessary for physician teaching development.