Background: A structured faculty training method is needed to effectively train the medical teachers. Microteaching is one of the teacher training techniques for imparting teaching skills to the teachers. This study aims to assess the effect of improvement of teaching skills by self/peer evaluation of microteaching technique. Materials and methods: Thirty faculty from different departments with less than five years of teaching experience participated in the microteaching session. The session was videotaped and played back to the presenter. The presentation was evaluated by the faculty themselves and also by the peers using the checklist (NTTC JIPMER). After obtaining the constructive feedback, the participants were asked to do a repeat session on the same topic within a week and the same procedure was followed. Results: There was a statistically significant improvement of the post mean scores of all parameters assessed when compared to pre mean scores. Post mean score improved by 149% for aroused interest in the topic, 119% for organized materials in logical sequence, 204% for changing the pace of presentation by shifting emphasis and 246% for interaction during presentation. The Pre/Para-clinical faculty performed well when compared to clinical faculty both before and after the feedback. Conclusion: Self-assessment by digital video recording playback and also peer guidance helps to enhance their skills acquisition. Peer microteaching sessions must be conducted for early beginners in the department and introducing microteaching methods in post graduate curriculum would improve the teaching skills. Well-equipped microteaching laboratory is needed for microteaching programmes in all medical colleges.