Train the Trainers Program development for Family Medicine resident tutors

Marta Marquês, Matilde Padrão Dias, Inês Maio, Nelson Gaspar, Cecilia Shinn

Keywords: Family Medicine Training Tutors Program


In Portugal, Family Medicine (FM) specialty training has gradually shifted towards primary care workplace-based training making the FM resident tutor a central figure. FM tutors have no national training program, certification or formal assessment, although the FM Residency Coordination of the Lisbon Region (FMRCLR) evaluates the tutor´s profile for teaching and offers each first-time-tutor a basic tutor course.


FMRCLR used several strategies to develop a Train the Teachers program for 660 FM resident tutors: 1) Collaborating on the national FM tutor´s skills and competency profile; 2) FM tutors learning needs questionnaire to assess personal training needs; 3) Revised basic first-time-tutor course in b-learning format; 4) Workshops on leadership, workplace-based assessment, feedback, video consultation analysis, narrative medicine and empathic communication skills. 5) Access to resident training courses, some partially adapted emphasizing tutor-relevant skills; 6) Organizing an on-site, tutor joint training Open Day.


1) The national FM tutor profile was published for educational supervisors and tutors. 2) 101 tutors replied the questionnaire requesting training in: structured feedback, andragogic teaching skills, identifying learning needs, implementing remediation programs; summative and formative assessment; 3) 95 tutors attended the b-learning updated format basic course, with positive feedback. The online content allowed continued access to relevant information. 4) 136 participants completed tutor workshops with positive feedback; 5) 61 tutors completed FM resident´s courses. 6) 61 tutors attended the 2022 Open Day and 72 de 2023 Open Day with positive feedback.
In total, there were 353 participant tutors in FMRCLR courses during 2022.


The program was implemented based on learning needs and the national “ideal FM tutor” profile. Participation uptake was encouraging and feedback was positive. We expect it to have a positive impact on tutor and resident motivation, competency and satisfaction. We aim to re-evaluate after 3-years and hope to contribute to regular FM tutor assessment/recertification criteria.

Points for discussion:

Development of a structured Train the Trainers program

Continuous tutor training and Tutor certification

Andragogic participative “Leonardo EURACT” methods in tutor training


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