IS TEACHING BY RESIDENTS COMPARABLE TO THAT OF FACULTY IN TERMS OF KNOWLEDGE, SKILLS, AND ATTITUDES? A CASE STUDY USING TRANSCRANIAL DOPPLER TRAINING

Background: A significant portion of clinical supervision is provided by residents, who typically lack formal pedagogical training but nonetheless assume teaching responsibilities. Objective: To assess a resident-led supervision model compared to traditional faculty-led teaching across three domains: knowledge, skills, and professional attitudes. Methods: We conducted a one-month, single-center interventional study involving six medical interns. Following a theoretical session, they were randomized into two groups: one supervised by a faculty member, and the other by a senior resident. Both groups received a practical training session, with teaching methods left to the discretion of each instructor. Participants were then required to perform seven transcranial Doppler ultrasound examinations. Outcomes in knowledge, skills, and behavior were compared between groups. Data were analyzed using Jamovi software (version 2.3.21) with Student\'s t-test and chi-square test. Statistical significance was set at p ≤ 0.05. Results: A total of 41 logbooks were analyzed. A significant difference was observed in the \'skills\' domain, while no statistically significant differences were noted in the \'knowledge\' or \'attitudes\' domains. Conclusion: Senior residents serve as role models for junior doctors. Incorporating pedagogical training into their curriculum may enhance their teaching competencies