Evaluation of medical students’ teaching skills following participation in Teaching on the Run

Abstract

Background: Doctors are expected to teach throughout their careers, yet the majority receive minimal formal instruction in clinical education during medical school. Peer-assisted learning offers a structured opportunity to build teaching skills early. The Teaching on the Run (TOTR) program was adapted for senior medical students at the University of Western Australia to enhance their competence and confidence in clinical teaching.

Methods: This prospective observational study evaluated the impact of the TOTR workshops on the confidence of final-year medical students and their self-perceived competence in clinical teaching. Participants completed surveys before, immediately after and four months after the program. Quantitative data included Likert-style ratings across key teaching domains and qualitative feedback was collected through open-ended responses.

Results: A total of 42 students completed pre-and post-course surveys, with 26 completing follow-up at four months. Participants reported significant improvements in teaching confidence across all domains, particularly in setting learning objectives (mean increase from 5.24 to 7.54), selecting teaching methods (4.67 to 7.08) and evaluating teaching effectiveness (3.60 to 6.69). These gains were largely sustained at follow-up. Students also reported an increased frequency of teaching and greater use of diverse methods, including bedside and case-based teaching. Qualitative feedback demonstrated the value of microteaching, practical skill development and structured feedback.

Conclusion: A brief, structured teaching workshop such as TOTR can enhance the confidence and perceived competence of medical students as clinical educators. Incorporating these initiatives within the medical curriculum may better prepare students for future teaching roles and create a collaborative learning space within clinical practice.

Keywords: clinical teaching, teaching confidence, final-year medical students, bedside teaching, case-based teaching, collaborative learning