Journal of Education and Health Promotion

Abstract BACKGROUND: Postgraduate medical curriculum is usually devoted to developing competencies
in the specialty concerned, patient care, and submitting dissertations. The need to impart teaching
skills during postgraduation has gone unnoticed, hence Ramachandra Annual Postgraduate Teaching
Skills (RAPTS), a teaching skills workshop, was conceptualized and implemented as postgraduate
students serve as tutors/residents in the department to teach undergraduate medical students. This
study is aimed to evaluate the effectiveness of the teaching skills workshop for postgraduates.
MATERIALS AND METHODS: One hundred and seventy‑eight postgraduate students of pre‑ and
paraclinical department underwent the training in medical education principles and participated in
the feedback. RAPTS Workshop was implemented as per the six‑step approach. The learning was
evaluated through a pre‑ and posttest scores. Student feedback was also obtained on the process
overall objectives and contents of the workshop. Force‑field analysis was performed.
RESULTS: There was a significant learning by the postgraduates on various medical education
principles as evidenced by significant improvement in the posttest scores (P < 0.05). Feedback
regarding the general aspects of the workshop showed that 92% of the participants felt that the
contents of the workshop suited their learning. Eighty‑four percent of the participants opined that the
presentations of the sessions were good and 91% felt that time management was good. Force‑field
analysis indicated that the factors favoring teaching skills workshop were higher.
CONCLUSION: This study has highlighted the importance of including teaching methodology training
in the postgraduate curriculum that helps in grooming the future teachers in the right direction, in
the right time. Competencies related to teaching skills based on medical education principles can
be included in the postgraduate curriculum.