Formal training for residents-as-teachers is increasingly emphasized in many institutions worldwide. This study investigated 'residents-as-teachers' training, perceptions, and practices at the Faculty of Medicine of Sousse. An online survey was sent to the residents of FMSo (n = 1060). The three assessed areas in the survey were: training and teaching experience, teaching practices used, and attitudes and perceptions. Statistical analyses included descriptive statistics, two-proportion tests, and multivariate logistic regression. One hundred five residents responded (response rate: 9.9%). Although 68.6% reported teaching weekly (often 1-5 hours), and 33.3% found it enjoyable or rewarding, a notable feedback gap existed: 17.1% received no feedback from supervisors, and 15.2% none from learners. Preferred teaching methods included clinical case discussions (40.9%), role-playing (38.0%), brainstorming (37.1%), and workshops (35.2%). Multivariate analysis showed residency year was the only predictor of teaching contribution (OR = 3.72; p< 0.001). Despite limitations like the low response rate, the study concludes that residents value teaching but lack adequate feedback. It underscores the critical need to develop new and refine existing training programs for residents-as-teachers to improve the overall quality of medical education.
Keywords: Education; Tunisia; medical residency; teacher; training programs.