Journal of Education and Health Promotion

Evaluation of workshop on teaching skills for medical postgraduates (Ramachandra Annual Postgraduate Teaching Skills)

Document Type : Original Article

Authors

. K. Dilara
. R. Padmavathi
. K. Maheshkumar 1
. S. Anandan 2
. P. V. Vijayaraghavan 3

1 Department of Biochemistry and Physiology, Government Yoga and Naturopathy Medical College and Hospital, Chennai, Tamil Nadu, India

2 Department of Dermatology, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India

3 Department of Orthopaedics, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India

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.

Keywords

Education
medical graduate
teaching methods
workshop
1. Karimi N, Saadat-Gharin S, Tol A, Sadeghi R, Yaseri M,
Mohebbi B. A problem-based learning health literacy intervention
program on improving health-promoting behaviors among girl
students. J Educ Health Promot 2019;8:251.
2. Krzyzaniak SM, Cherney A, Messman A, Natesan S, Overbeck M,
Schnapp B, et al. Curated collections for educators: Five key papers
about residents as teachers curriculum development. Cureus
2018;10:e2154.
3. Amorosa JM, Mellman LA, Graham MJ. Medical students as
teachers: How preclinical teaching opportunities can create an
early awareness of the role of physician as teacher. Med Teach
2011;33:137-44.
4. Medical Council of India. Competency Based under Graduate
Curriculum; April 01, 2020. Available from: https://www.
mciindia.org/CMS/information-desk/for-colleges/ugcurriculum. [Last assessed on 2020 Apr 01].
5. Ramaswamy P, Ramaswamy V. Ethics and attitude-from seed to
sapling: Perspective from India. J Clin Diagn Res 2019;13:JE01-02.
6. Medical Council of India. Attitude, Ethics and Communication
(AETCOM) Competencies for the Indian Medical Graduate; 2018.
Available from: https://www.mciindia.org/CMS/wp-content/
uploads/2019/01/AETCOM_book.pdf. [Last assessed on 2020
Apr 01].
7. Padmavathi R, Dilara K, MaheshKumar K, Anandan S,
Vijayaraghavan PV. RAPTS–An empowerment to the medical
postgraduates. Clin Epidemiol Glob Health 2020;8:806-7.
8. Thomas PA, Kern DE, Hughes MT, Chen BY, editors. Curriculum
Development for Medical Education: A Six-Step Approach.
Baltimore: JHU Press; 2016.
9. Wilson FC. Teaching by residents. Clin Orthop Relat Res
(1976-2007) 2007;454:247-50.
10. Yardley S, Dornan T. Kirkpatrick’s levels and education
‘evidence’. Med Educ 2012;46:97-106.
11. Omprakash A, Kumar AP, Sagar V, Sathiyasekaran BW,
Ramaswamy P. Medical Education/Original Article needs
assessment among students of health professions education for
the introduction of E-learning in a South Indian Tertiary Care
University. Indian J Physiol Pharmacol 2019;63:42-8.
12. Dhir SK, Verma D, Batta M, Mishra D. E-Learning in Medical
Education in India. Indian Pediatr 2017;54:871-7.
13. Medical Council of India. PG Curricula; April 01, 2020. Available
from: https://www. mciindia.org/CMS/information-desk/forcolleges/pg-curricula-2. [Last assessed on 2020 Apr 01].
14. Snell L. The resident-as-teacher: It’s more than just about student
learning. J Grad Med Educ 2011;3:440-1.
15. Roos M, Kadmon M, Kirschfink M, Koch E, Jünger J, StrittmatterHaubold V, et al. Developing medical educators–a mixed
method evaluation of a teaching education program. Med Educ
2014;19:23868.
16. FitzGerald C, Martin A, Berner D, Hurst S. Interventions designed
to reduce implicit prejudices and implicit stereotypes in real world
contexts: A systematic review. BMC Psychol 2019;7:29.
17. Burgess A, McGregor D, Mellis C. Medical students as peer tutors:
A systematic review. BMC Med Educ 2014;14:115.
Journal of Education and Health Promotion
Volume 11, Issue 7
August 2021
Pages 1-6

Home

Guide for Authors

Submit Manuscript

Reviewers

Contact Us