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Beyond the White Coat: A Multispecialty Needs Assessment of Residents' Teaching Perceptions, Competency, and Learning
Lateefa Mohamed AlMarzooqi1, Shaista Salman Guraya2, Amar Hassan Khamis3
1Department of Family Medicine, College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai Health, Dubai, United Arab Emirates.
Advances in Medical Education and Practice
|July 23, 2026
Summary
Medical residents teach significantly but often lack formal training. This study found residents have positive perceptions of teaching but need structured programs to improve skills, especially in interprofessional education, to better prepare future clinician-educators.
Area of Science:
- Medical Education
- Graduate Medical Education
- Health Professions Education
Background:
- Residents are crucial clinical teachers, yet many lack formal preparation for this role.
- Evidence on resident teaching in diverse, evolving settings is limited.
- Rising expectations necessitate evaluating resident educators' preparedness.
Purpose of the Study:
- Assess residents' perceptions of their educator role.
- Evaluate self-reported teaching competency and involvement.
- Identify learning needs for a context-sensitive Residents-as-Teachers program.
Main Methods:
- Cross-sectional needs assessment survey of 322 medical and surgical residents.
- Validated questionnaire assessed perceptions, teaching involvement, and learning needs.
- Data analyzed using descriptive statistics, bivariate, and multivariable regression.
Main Results:
- 291 residents participated (90.4% response rate) across 18 specialties.
- Residents spent 35.8% of training time teaching; perceptions were positive, but competency moderate.
- An interprofessional teaching gap was noted, particularly with nurses; residents preferred interactive training.
Conclusions:
- Residents are substantial but underprepared clinical teachers.
- Structured, responsive Residents-as-Teachers programs can address gaps in motivation and competency.
- Further research is needed to evaluate program impact on teaching performance and learner outcomes.
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