Why Teaching Matters for Applications

Teaching ability is a scored domain in most specialty training applications — NHS Oriel, CaRMS, ACGME programme selection and Australian college applications all weight teaching experience. The key is not just doing it, but documenting it properly.

Types of Teaching That Count

Formal Teaching

  • Medical student bedside teaching (documented with dates and topics)
  • FY1/intern teaching sessions you organised or delivered
  • Departmental teaching — grand rounds, case presentations, mortality meetings
  • Simulation sessions (SimMan, OSCEs, airway workshops)
  • Formal lecture or tutorial delivery at medical school level

Informal Teaching

  • Supervising medical students on clinical attachments
  • Explaining procedures, findings or clinical reasoning to students and junior colleagues
  • Participating as a demonstrator in anatomy or clinical skills labs

Educational Roles

  • Educational supervisor or clinical supervisor (later career)
  • Foundation programme teaching lead
  • Student Selected Component (SSC) coordinator
  • Peer-assisted learning (PAL) tutor
  • Exam question writer (e.g. for medical school MCQ banks)

How to Document Teaching

For each teaching activity, record:

  • Date and location
  • Topic / learning objectives
  • Audience (year group, number of students)
  • Format (bedside, tutorial, simulation, lecture)
  • Feedback received (with evidence — written feedback forms, email confirmation)
  • Supervisor name confirming the activity

Getting a Teaching Certificate or Qualification

Formal teaching qualifications significantly strengthen applications. Options include:

  • UK: Postgraduate Certificate in Medical Education (PgCert Med Ed) — offered by most medical schools; can be completed part-time during training
  • UK: FHEA (Fellowship of the Higher Education Academy) — can be obtained through portfolio evidence
  • Australia/NZ: Graduate Certificate in Clinical Education — ANZAHPE-recognised programmes
  • All countries: ALS/ATLS/APLS instructor courses — documented as teaching contribution and highly valued
  • All countries: Completion of a formal teaching skills course (one-day or longer)

Feedback — The Key Differentiator

Anyone can claim they taught. The differentiating factor in strong portfolios is documented feedback on your teaching. Strategies:

  • Use short written feedback forms after teaching sessions — keep blank templates ready
  • Request email confirmation from tutees summarising what they found useful
  • Use anonymous online tools (Mentimeter, Google Forms) to collect post-session feedback
  • Ask your supervising consultant to observe and document a teaching session

Template Teaching Log Entry

Example Entry

Date: 15 March 2025 | Location: Medical Assessment Unit, General Hospital

Topic: Chest X-ray interpretation for Year 4 medical students

Format: Bedside small group teaching (4 students)

Duration: 45 minutes

Learning Objectives: Systematic CXR approach; identification of common acute findings

Feedback: Written feedback collected from 4/4 students. Mean rating 4.6/5. Supervisor: Dr Smith (Consultant Physician), confirmed via email.