Addressing the null curriculum: a targeted intervention for public speaking anxiety in family medicine residents
Mehmet Kibar, Erhan ŞimşekAbstract
Aim:
To characterise baseline levels and contextual triggers of public speaking anxiety (PSA) among family medicine residents and to examine whether a theory-driven educational intervention was associated with short-term changes in PSA across cognitive, behavioural, and psychological dimensions.
Background:
Effective communication is a core competency in primary healthcare. However, while clinical consultation skills are prioritised, academic presentation skills are systematically absent from most family medicine residency curricula. This ‘null curriculum’ leaves primary care trainees unprepared for professional advocacy, academic leadership, and teaching roles.
Methods:
A quasi-experimental one-group pre-test–post-test study was conducted involving 199 family medicine residents at a tertiary hospital in Türkiye. A theory-based single-session educational intervention was delivered. PSA was measured using the validated Turkish Public Speaking Anxiety Scale (PSAS). The study was reported in accordance with TREND and CRISP guidelines for primary care research.
Findings:
Before the intervention, 87.4% of residents had never received formal PSA training. Academic instructors were the most frequently reported source of anxiety (82.9%) compared with patient encounters (4.0%). Following the intervention, total PSAS scores were associated with a statistically significant short-term decrease ( p < 0.001). Significant short-term reductions were observed across cognitive ( p = 0.005), behavioural ( p < 0.001), and psychological ( p < 0.001) dimensions. In exploratory subgroup analyses, married residents ( p = 0.026) and senior residents ( p = 0.002) appeared to experience larger short-term improvements, although these findings should be interpreted cautiously. These findings suggest that structured educational support may be beneficial for a subset of family medicine residents and that academic presentation skills warrant consideration as part of residency training; however, given the mixed individual-level responses and absence of a control group, this recommendation should be treated as preliminary pending controlled longitudinal evidence.