Exploring Attitudes of Resident Doctors Towards Teaching Undergraduate Medical Students: A Concurrent Mixed-Methods Study

BackgroundAs medical students begin clinical attachments, healthcare staff, particularly resident doctors, become directly involved in their education, often alongside their clinical duties.Existing literature mainly focuses on consultants.To identify modifiable barriers to effective teaching provision, the researchers explored resident doctors' attitudes towards teaching medical students during clinical duties. MethodsA questionnaire was distributed to resident doctors at one hospital in 2024 (41.7% response rate), with statements rated on a five-point Likert scale and space for supporting comments.Qualitative data were analysed using Braun and Clarke's thematic analysis process.The quantitative and qualitative data were triangulated and augmented by reflexivity. ResultsThree themes were identified and related to previous literature.First, conflicting identities as clinicians and teachers were often a source of frustration, particularly as doctors enjoyed providing high-quality teaching.Doctors reported that material support was needed (and often lacking) to foster a teaching culture.They offered suggestions for overcoming these tensions, particularly training in teaching and curricula, and expressed a strong desire for change.Third, respondents recognised a collective responsibility for education within the learning environment and did not place blame on learners. ConclusionThis study has demonstrated a rich narrative describing resident doctors as enthusiastic teachers who experience multifactorial challenges to effective teaching practice, alongside a desire for change.As they are not a homogeneous group, further work is needed to compare attitudes across different settings and stages of training.