Liang, Jen-FengJen-FengLiangHsu, Teh-FuTeh-FuHsuChen, Chien-YuChien-YuChenCHIH-WEI YANGJean, Wei-HorngWei-HorngJeanOu, Liang-ShiouLiang-ShiouOuCheng, Hao-MinHao-MinChengHuang, Chia-ChangChia-ChangHuangYang, Ying-YingYing-YingYangChen, Chen-HuanChen-HuanChen2022-07-122022-07-122022-02-090929-6646https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124388724&doi=10.1016%2fj.jfma.2022.01.027&partnerID=40&md5=a9a2a286078d7eec7d857f6169d17785https://scholars.lib.ntu.edu.tw/handle/123456789/615016Residents play an important role as teachers of junior colleagues and medical students. Clinical teaching also helps residents in clinical learning. However, the skills required for residents to be competent teachers are rarely described systemically. Beyond the widely adopted six core competencies for postgraduate training by the Accreditation Council for Graduate Medical Education (ACGME), the teaching competencies should be further developed, and the milestones should be clearly defined to serve as better references for resident training programs.enCompetency; Milestones; Resident; Teacher[SDGs]SDG4journal article10.1016/j.jfma.2022.01.027351515632-s2.0-85124388724https://scholars.lib.ntu.edu.tw/handle/123456789/597386