Purpose
Nearly one-third of the knowledge acquired during residency is imparted by senior residents, making them pivotal contributors to the training of their peers, junior residents, and medical students. This paper aims to describe the implementation process of a "Resident as Teacher" (RaT) workshop across six residency programs.

Methods
The RaT workshop, specifically targeting PGY-2 residents, was designed to address common teaching challenges identified through needs assessments conducted across various specialties. To prevent scheduling conflicts, workshop dates were planned at the start of the academic year, in collaboration with program directors. Over the course of five consecutive days, core topics were covered, including effective communication, teaching techniques, feedback strategies, and foundational concepts in adult education, delivered through lectures and interactive activities. A mixed-method evaluation framework, incorporating pre- and post-workshop assessments and surveys were used to measure residents' skill acquisition, perception of their teaching abilities, and overall satisfaction with the workshop.

Results
The workshop was implemented for over 30 residents across six specialties, including one nurse-specialization program. Pre- and post-workshop tests revealed statistically significant improvements in residents' knowledge of effective teaching techniques (p < 0.001). Additionally, we observed a substantial increase in their confidence in teaching their peers autonomously (p = 0.009). Participants appreciated the practical nature of the sessions and the opportunity to engage with peers from different disciplines. Challenges included adapting the curriculum to meet the specific needs of diverse residency programs.

Conclusion
Our experience highlights the feasibility and impact of implementing a centralized RaT workshop across multiple residency programs. This initiative not only enhanced residents' teaching skills but also fostered a culture of educational excellence.