integrating microteaching into postgraduate programs for enhancing the teaching role of medical residents

Background: the residency period is required not only to acquire specialty-specific knowledge and skills but also to grow as clinicians, mentors, and leaders within their medical communities.objectives: the objectives of the current article are to identify the existing gaps in the role of residents as teachers, formulate a stepwise plan for the implementation of microteaching for residents, ascertain challenges in implementing microteaching among residents, and propose targeted solutions to overcome these identified challenges.methods: this viewpoint was developed by searching published literature on resident-led teaching and microteaching practices in postgraduate medical education. moreover, practical suggestions were proposed, keeping in mind the contextual challenges reported in medical institutions.results: to master these roles, residents must engage in teaching-related activities, which can be directed to their peers, junior residents, interns, or undergraduate students. most postgraduate residency programs lack a structured teaching-skills training component. acknowledging the fact that skilled resident teachers can immensely contribute to the vision and mission of the institute, there is a definite need to give them opportunities to teach and refine their skills. there lies the need to introduce a structured microteaching program for residents to improve their teaching skills.conclusion: in conclusion, postgraduate residents are given a limited number of opportunities to improve their teaching skills during the residency period, and introducing microteaching for them could help immensely in preparing them for their roles as teachers. the need of the hour is to adopt a stepwise plan, encompassing the involvement of all stakeholders, to derive maximum benefits and create a robust educational environment in residency programs.