Empowering Incoming Fellows: A Structured Workshop to Enhance Teaching and Professional Skills

Empowering Incoming Fellows: A Structured Workshop to Enhance Teaching and Professional Skills | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Empowering Incoming Fellows: A Structured Workshop to Enhance Teaching and Professional Skills Allison Beaulieu, Brian Merritt DO, Rowan Kelner, Julia Ruggieri, and 6 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7973185/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 10 You are reading this latest preprint version Abstract Background Transitioning into a graduate medical education (GME) fellowship presents challenges, including increased responsibilities and expectations. Fellows must supervise and teach trainees while navigating early career development. Many enter a fellowship with limited educational training. There is also a lack of specialty-specific resources and infrastructure to adequately prepare incoming fellows in these key educational areas. To support this transition, we developed a workshop focused on supervisory skills, on-shift teaching, and career development. The goal was to build fellows’ confidence and competence in educational roles while consolidating GME resources. Methods A four-hour workshop was created by GME leaders and physician educators. This was held at a large academic center in the Mountain West and was open to all incoming fellows in 2025. The topics included goal setting, supervision, feedback, work‒life balance, scholarship, and help-seeking. Recruitment occurred via email through program directors. Pre- and post-workshop surveys and knowledge assessments were conducted. Confidence ratings (5-point Likert scale) and knowledge scores (10 questions) were analyzed via paired t tests. Results Twenty-eight fellows from 13 specialties attended; 22 completed both surveys (79% response rate). Most were PGY-4 (59%) with prior supervisory experience (82%), but only 36% had formal education training. Knowledge scores improved (9.1–9.6, p < 0.01), and confidence increased significantly in goal setting, feedback, and scholarship ( p < 0.001). Eighty-six percent found the workshop useful and engaging. Conclusions This workshop fills a critical gap in educational training by equipping fellows with foundational supervisory and teaching skills while streamlining GME resources to support fellows across all specialties. Graduate Medical Education Fellowship Training Career Development Supervisory Skills Introduction The transition from residency to fellowship presents a unique set of challenges for both trainees and program directors. Fellows assume increased clinical responsibilities while simultaneously navigating their own educational advancement and early career development. In many programs, fellows are expected to supervise residents and medical students, contribute to teaching, and begin building their academic portfolios. Although fellows are expected to take on teaching and supervisory roles, most receive minimal instruction in educational techniques before starting their fellowships, largely because fellowship programs have limited numbers of fellows, faculty, and resources. 1 As a result, the main focus for new fellows is typically on mastering a new subspecialty and skill set rather than on educational responsibilities. In addition to education-focused fellowships, instruction in core teaching competencies, such as resident and medical student management, feedback delivery, and effective teaching methods, is often limited.² Fellows play a distinct role in academic medicine: while continuing their own advanced clinical training under the guidance of attending physicians, they are frequently responsible for leading care teams composed of students, interns, and residents. Several studies have explored the preparedness of trainees for supervisory roles. Kilbertus et al.³ reported that senior residents and early-career attending physicians often develop supervisory skills passively through observation, resulting in inconsistent application and quality. The participants in this study reported difficulty managing competing priorities, which negatively impacted their ability to supervise and assess medical students and residents effectively. Providing constructive feedback and conducting accurate resident and medical student assessments were identified as particularly challenging. Similarly, Humbert et al. developed a curriculum for second-year residents to support their supervision of fourth-year medical students.⁴ Their intervention improved participants’ comfort with supervision, assessment, and feedback and enhanced their understanding of the importance of direct feedback in clinical education. This led us to develop a curriculum to facilitate the transition of fellows into supervisory roles by providing introductory training in supervising residents and medical students, bedside teaching, and career development. A primary objective of our initiative was to design a curriculum that could be feasibly implemented for any GME fellow, including those with only a single fellow per year, where limited faculty resources and infrastructure often preclude the delivery of structured educational sessions such as academic half-days. Methods Study Design & Setting We created a four-hour educational workshop, developed by the institutional Director of GME Educational Development, in collaboration with physician educators with a strong background in medical education, which was delivered in the Summer of 2025 (Supplement 1). The workshop was offered at a large urban academic institution in the Mountain West region that hosts over 100 fellowship programs. 5 The workshop was created to facilitate the transition of incoming fellows into their supervisory and educational roles. Selection of Participants This workshop was available to all trainees entering fellowships within the host institution. Fellows were invited via email, which was distributed directly to program directors and coordinators across all fellowship programs. Participation in this study and attendance at the workshop were voluntary. The participants were asked to complete both a pre- and post-intervention survey, as well as a knowledge assessment. Ethical Issues Pertaining to Human Subjects The University of Utah Institutional Review Board deemed this study non-human subjects research since the data was collected anonymously. Intervention The intervention included a four-hour in-person workshop. Areas of focus were selected based on literature and institutional needs. 6 – 8 The topics included 1) goal setting, 2) supervising medical students and residents, 3) giving and receiving feedback, 4) balancing personal and professional duties, 5) scholarly work, and 6) asking for help. Each session was facilitated by a faculty educator utilizing a combination of didactic content, small group discussions, and interactive activities. The GME funded breakfast for participants at a total cost of $ 300. The workshop was held on campus, incurring no additional expenses. Measures Self-reported demographic information, including gender, specialty, postgraduate year, previous supervisory experience and prior formal education training, was collected and is presented in Table 1 . Confidence in workshop topics was assessed via a pre- and post-workshop survey with a 5-point Likert scale (Supplement 2, 1 = not at all confident, 5 = very confident). Participant knowledge was assessed with a 10-question multiple-choice assessment administered before and after the workshop (Supplement 3). After the workshop, the participants assessed their perceptions of the utility and engagement of the overall session. Outcomes The primary outcome of this study was a change in the knowledge and confidence of fellows regarding supervising and educating trainees, as well as their own professional growth and development. A secondary outcome included the participants' perceptions of the usefulness of and engagement with the workshop. Data collection The survey and assessment data were collected electronically via Google Forms. The data were then exported into Microsoft Excel and imported into R for further cleaning and analysis. Data analysis Demographic variables were summarized using counts and percentages. Confidence items were measured on a 5-point Likert scale and treated as ordered factors; numeric scores (1–5) were generated for descriptive and comparative analysis. Pre- and post-workshop mean scores were compared via paired t tests. The overall assessment score was also analyzed via paired t tests. Post-workshop evaluations of usefulness and engagement were summarized descriptively by frequency and percentage. Analyses were conducted in R (version 4.4.2). Results A total of 28 fellows from 13 different medical specialties attended this workshop. Among these attendees, 22 fellows completed both the pre- and post-workshop surveys, yielding an overall response rate of 79%. Slightly more than half were female (55%), and the majority were PGY-4 (59%). Emergency medicine was the most common specialty (32%), followed by pediatric emergency medicine (14%). Most participants had served in a supervisory role as residents (82%), whereas just over one-third had prior formal education training (36%) (Table 1). Table 1: Participant Demographics. Category n % Gender Female 12 54.5 Male 10 45.5 PGY Level PGY4 13 59.1 PGY5 6 27.3 PGY6 2 9.1 PGY7 1 4.5 Prior Education Training No 14 63.6 Yes 8 36.4 Supervisory Role as Resident No 4 18.2 Yes 18 81.8 Specialty Colon and Rectal Surgery 1 4.5 Complex Family Planning 1 4.5 Emergency Medicine 7 31.8 Infectious Disease 2 9.1 Maternal-Fetal Medicine (MFM) 2 9.1 Micrographic Surgery and Dermatologic Oncology 1 4.5 Neuroradiology 1 4.5 Obesity 1 4.5 Pediatric Emergency Medicine 3 13.6 Pediatric Gastroenterology 1 4.5 Reproductive Endocrinology and Infertility 1 4.5 Vascular Neurology 1 4.5 The overall knowledge assessment scores improved from a pre-workshop mean score of 9.1 to a post-workshop mean score of 9.6, a mean increase of 0.45 points (p < 0.01; Table 2). Table 2: Paired t test comparison of pre- and post-workshop knowledge assessment scores among fellows (10 questions, n = 22). Measure Pre-Mean Post-Mean Mean Difference p value Overall Score 9.14 9.59 0.45 <0.01 Self-reported confidence increased significantly across most domains (Table 3). Fellows reported the greatest gains in setting personal/professional goals (mean difference 0.82, p < 0.001), giving feedback (0.82, p < 0.001), and designing/completing a scholarly project (1.00, p < 0.001). Confidence in supervising also improved (0.77, p < 0.001). Smaller changes were seen in receiving feedback (0.27, p = 0.14) and balancing personal/professional duties (0.59, p < 0.05). Table 3. Paired t test results comparing pre- and post-workshop confidence ratings via a 5-point Likert scale (1 = not at all confident, 5 = very confident) among fellows (n = 22). Confidence Item Pre-Mean Post-Mean Mean Difference p value Set and pursue personal and professional goals 3.73 4.55 0.82 <0.001 Effectively supervise junior residents and medical students 3.50 4.27 0.77 <0.001 Provide constructive feedback to junior residents and medical students 3.55 4.36 0.82 <0.001 Receive and apply feedback from supervisors 4.23 4.50 0.27 0.137 Maintain a healthy balance between personal and professional responsibilities 3.45 4.05 0.59 <0.05 Design and complete scholarly projects 3.09 4.09 1.00 <0.001 Seek support and guidance when needed 3.64 4.59 0.95 <0.001 Post-workshop ratings were highly favorable. Overall, 86% of the fellows agreed or strongly agreed that the workshop was useful, and 86% agreed or strongly agreed that it was engaging. Neutral or disagree responses were reported by a minority of participants (Table 4). Table 4. Participant Ratings Following Workshop Completion (n = 22). Response The workshop was useful. The workshop was engaging. Strongly Agree 10 (45.5%) 13 (59.1%) Agree 9 (40.9%) 6 (27.3%) Neutral 0 (0.0%) 2 (9.1%) Disagree 3 (13.6%) 1 (4.5%) Strongly Disagree 0 (0.0%) 0 (0.0%) Discussion Our evaluation of the Transition to Fellowship Workshop, a succinct fellowship teaching workshop, demonstrated significant gains in fellows’ teaching knowledge and self-confidence among multiple educator domains. These findings align with prior literature on residents as teachers and fellows as teacher programs. 9 , 10 The developed curriculum significantly enhances fellows' comfort in key areas, such as setting goals, evaluating bandwidth, asking for help with clinical ambiguity, and seeking mental health care. This suggests that the curriculum effectively addresses key aspects of transitioning to a supervisory role. In our study, fellows' confidence improved by approximately 0.5-1.0 points on Likert scales in key areas (i.e., goal setting, giving feedback). This is comparable to the magnitudes of gains obtained in similar curricula. 11 Additionally, our objective knowledge assessment scores showed a modest but statistically significant improvement (mean + 0.45, p < 0.01). Taken together, these results reinforce that even a concise, focused workshop can yield measurable enhancements in both knowledge and self-efficacy that fellows have with respect to their teaching. Importantly, this intervention was highly feasible and acceptable to participants; a large majority (86%) of fellows rated the workshop as useful and engaging. This reflects strong receptivity and high satisfaction. The positive engagement speaks to the interdisciplinary nature of our workshop: bringing together fellows from diverse subspecialties likely enriched discussions and mimicked real-world teaching across disciplines. Logistically pooling a cohort from multiple fellowships enhances feasibility by assembling sufficient participants and faculty resources. This mirrors the approach of a multispecialty “fellows as educators” course that has been successfully implemented across different programs. 12 Leverone et al. described a multi-fellowship clinician educator course with 46 participants and concluded that a combined subspecialty model is feasible, effective, and can “circumnavigate many challenges” faced by single program efforts. Despite its brevity (a single half-day), our workshop addressed a broad array of teaching skills, from clinical teaching techniques to scholarly mentorship, suggesting that even limited-duration interventions can be efficiently packed with relevant content. Although not all areas showed statistically significant improvements, positive trends were observed in creating a safe learning environment, managing medical students and residents, providing and receiving feedback, and supervising ultrasound. This suggests that the curriculum has a broad impact on various supervisory skills, even if some improvements are less pronounced. The outcomes of this study underscore the importance of providing structured teaching development for senior trainees as a standard component of graduate medical education. Fellows occupy a pivotal transition point between residency and independent practice: they often supervise residents and students, and many will soon assume faculty roles. Enhancing their teaching ability has multiplicative benefits. Improved teaching by fellows can directly enrich the educational experience of medical students and residents and has even been suggested to positively impact patient care through better team communication and supervision. 2 Our success with this short intervention highlights that even busy subspeciality trainees can engage in and benefit from dedicated educator training when it is thoughtfully integrated into their transition. Our study has several limitations. First, this was a single-site evaluation with a relatively small sample size. Although our cohort was interdisciplinary, the experience and baseline skills of participants may not fully represent those of all fellows or institutions. The improvements observed, while promising and encouraging, need confirmation in larger and multicenter studies. Second, our measures relied on self-reported confidence and a short knowledge assessment. Self-assessment, although commonly used in medical education research, is subjective and prone to bias. Fellows’ increased confidence does not automatically equate to objectively better teaching performance. Third, our data reflect only short-term outcomes collected immediately following the workshop. We do not know whether the knowledge and confidence gains will persist over time or translate into improved teaching outcomes in practice. Finally, improvements in domains such as “balancing personal/professional duties” were modest in our workshop, suggesting that certain complex skills may require more intensive or longitudinal interventions than a single session can provide. The variability in prior educational training among fellows underscores the need for a structured curriculum to ensure that all fellows are adequately prepared for their supervisory roles. The workshop's design, incorporating lectures, small groups, and case-based discussions, provides a comprehensive approach to meet this need. Overall, the workshop was effective and will be expanded to other fellowship programs within the academic institution in the upcoming academic year. Conclusion The transition to a fellowship workshop was a feasible and well-received intervention that significantly improved fellows’ teaching and professional development skills. The participants demonstrated meaningful gains in both educational knowledge and confidence across core domains. The success of this brief interdisciplinary workshop underscores the value of structured “fellows as teachers” programs and shows how collaborative resource sharing across departments can make such initiatives both accessible and impactful. Abbreviations Graduate medical education (GME). Declarations Ethics approval and consent to participate: This study was reviewed by the University of Utah Institutional Review Board and was deemed non-human subjects research, as all data were collected anonymously, and the minimal risk nature of the study. In accordance with national regulations and institutional guidelines, the requirement for informed consent was waived. All research procedures were conducted in compliance with the ethical standards outlined in the Declaration of Helsinki and its later amendments. Consent for publication: Not Applicable. Availability of data and materials: The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request. Competing interests: The authors declare that they have no competing interests. Funding: Not Applicable. Authors' contributions: All authors (AB, BM, RK, JR, MF, TH, PH, CR, JD, RS) contributed to the study concept and design, acquisition of the data, drafting of the manuscript, and critical revision of the manuscript. AB, MF, RS provided supervision for the entirety of the concept paper. Acknowledgements: Not Applicable. Clinical Trial Number: Not Applicable. References Miloslavsky EM, Boyer D, Winn AS, Stafford DE, McSparron JI. Fellows as teachers: raising the educational bar. Ann Am Thorac Soc . 2016;13(4):465–468. doi:10.1513/AnnalsATS.201601-026PS McSparron JI, Huang GC, Miloslavsky EM. Developing internal medicine subspecialty fellows' teaching skills: a needs assessment. BMC Med Educ . 2018;18(1):221. doi:10.1186/s12909-018-1283-2 Kilbertus S, Pardhan K, Zaheer J, Bandiera G. Transition to practice: evaluating the need for formal training in supervision and assessment among senior emergency medicine residents and new to practice emergency physicians. CJEM . 2019;21(3):418–426. doi:10.1017/cem.2019.8 Humbert AJ, Pettit KE, Turner JS, Mugele J, Rodgers K. Preparing emergency medicine residents as teachers: clinical teaching scenarios. MedEdPORTAL . 2018;14:10717. doi:10.15766/mep_2374-8265.10717 University of Utah Graduate Medical Education Fellowship Programs. Available from: https://medicine.utah.edu/gme/programs/fellowship. Accessed 9 Oct 2025. McSparron JI, Huang GC, Miloslavsky EM. Developing internal medicine subspecialty fellows' teaching skills: a needs assessment. BMC Med Educ . 2018;18(1):221. doi:10.1186/s12909-018-1283-2 Miloslavsky EM, Boyer D, Winn AS, Stafford DE, McSparron JI. Fellows as teachers: raising the educational bar. Ann Am Thorac Soc . 2016;13(4):465–468. doi:10.1513/AnnalsATS.201601-026PS Cramer JD, Chi DH, Schaitkin BM, Eibling DE, Johnson JT. Teach the teacher: training otolaryngology fellows to become academic educators. Laryngoscope . 2018;128(9):2034–2048. doi:10.1002/lary.27156 Anderson MJ, Ofshteyn A, Miller M, Ammori J, Steinhagen E. "Residents as teachers" workshop improves knowledge, confidence, and feedback skills for general surgery residents. J Surg Educ . 2020;77(4):757–764. doi:10.1016/j.jsurg.2020.01.010 Soliman SI, McGuire W, Santos T, Goldberg C, Coffey C, Wooten D. Chalk talks for the clinical setting: evaluation of a medical education workshop for fellows. MedEdPORTAL . 2024;20:11385. doi:10.15766/mep_2374-8265.11385. Erratum in: MedEdPORTAL . 2024;20:11441. doi:10.15766/mep_2374-8265.11441 Chen DC, Miloslavsky EM, Winn AS, McSparron JI. Fellow as clinical teacher (FACT) curriculum: improving fellows' teaching skills during inpatient consultation. MedEdPORTAL . 2018;14:10728. doi:10.15766/mep_2374-8265.10728 Leverone N, Welford E, Wooten D, Lin E. Mentoring fellows into career educators through a multispecialty clinician-educator course. ATS Scholar . 2024;5(4):607–619. doi:10.34197/ats-scholar.2024-0003IN Additional Declarations No competing interests reported. Supplementary Files Supplement1.PresentationtitlesformatandlearningobjectivesfortheTransitiontoFellowshipWorkshop..docx Supplement2.PreandPostTransitiontoFellowshipConfidenceSurvey1Notconfidentatall5Veryconfident..docx Supplement3.KnowledgeAssessmentfortheTransitiontoFellowshipWorkshop..docx Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 29 Jan, 2026 Reviews received at journal 25 Jan, 2026 Reviews received at journal 22 Jan, 2026 Reviewers agreed at journal 21 Jan, 2026 Reviewers agreed at journal 12 Jan, 2026 Reviewers invited by journal 06 Jan, 2026 Editor assigned by journal 01 Jan, 2026 Editor invited by journal 15 Dec, 2025 Submission checks completed at journal 11 Dec, 2025 First submitted to journal 11 Dec, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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14:57:45","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":18583,"visible":true,"origin":"","legend":"","description":"","filename":"Supplement1.PresentationtitlesformatandlearningobjectivesfortheTransitiontoFellowshipWorkshop..docx","url":"https://assets-eu.researchsquare.com/files/rs-7973185/v1/3a5d4a6b23ea6f7e7a5f7fa4.docx"},{"id":100062490,"identity":"c6a11f23-0cc1-47fc-b212-e94bcda972bb","added_by":"auto","created_at":"2026-01-12 14:57:45","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":15800,"visible":true,"origin":"","legend":"","description":"","filename":"Supplement2.PreandPostTransitiontoFellowshipConfidenceSurvey1Notconfidentatall5Veryconfident..docx","url":"https://assets-eu.researchsquare.com/files/rs-7973185/v1/6c219478b19e731475e2b778.docx"},{"id":100062497,"identity":"dbeee4c1-8f78-4210-ab08-737cef6762d7","added_by":"auto","created_at":"2026-01-12 14:57:45","extension":"docx","order_by":2,"title":"","display":"","copyAsset":false,"role":"supplement","size":18121,"visible":true,"origin":"","legend":"","description":"","filename":"Supplement3.KnowledgeAssessmentfortheTransitiontoFellowshipWorkshop..docx","url":"https://assets-eu.researchsquare.com/files/rs-7973185/v1/063572ff337c13f6b7255fa1.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Empowering Incoming Fellows: A Structured Workshop to Enhance Teaching and Professional Skills","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe transition from residency to fellowship presents a unique set of challenges for both trainees and program directors. Fellows assume increased clinical responsibilities while simultaneously navigating their own educational advancement and early career development. In many programs, fellows are expected to supervise residents and medical students, contribute to teaching, and begin building their academic portfolios. Although fellows are expected to take on teaching and supervisory roles, most receive minimal instruction in educational techniques before starting their fellowships, largely because fellowship programs have limited numbers of fellows, faculty, and resources.\u003csup\u003e\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u003c/sup\u003e As a result, the main focus for new fellows is typically on mastering a new subspecialty and skill set rather than on educational responsibilities. In addition to education-focused fellowships, instruction in core teaching competencies, such as resident and medical student management, feedback delivery, and effective teaching methods, is often limited.\u0026sup2;\u003c/p\u003e \u003cp\u003eFellows play a distinct role in academic medicine: while continuing their own advanced clinical training under the guidance of attending physicians, they are frequently responsible for leading care teams composed of students, interns, and residents. Several studies have explored the preparedness of trainees for supervisory roles. Kilbertus et al.\u0026sup3; reported that senior residents and early-career attending physicians often develop supervisory skills passively through observation, resulting in inconsistent application and quality. The participants in this study reported difficulty managing competing priorities, which negatively impacted their ability to supervise and assess medical students and residents effectively. Providing constructive feedback and conducting accurate resident and medical student assessments were identified as particularly challenging. Similarly, Humbert et al. developed a curriculum for second-year residents to support their supervision of fourth-year medical students.⁴ Their intervention improved participants\u0026rsquo; comfort with supervision, assessment, and feedback and enhanced their understanding of the importance of direct feedback in clinical education.\u003c/p\u003e \u003cp\u003eThis led us to develop a curriculum to facilitate the transition of fellows into supervisory roles by providing introductory training in supervising residents and medical students, bedside teaching, and career development. A primary objective of our initiative was to design a curriculum that could be feasibly implemented for any GME fellow, including those with only a single fellow per year, where limited faculty resources and infrastructure often preclude the delivery of structured educational sessions such as academic half-days.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eStudy Design \u0026amp; Setting\u003c/h2\u003e \u003cp\u003eWe created a four-hour educational workshop, developed by the institutional Director of GME Educational Development, in collaboration with physician educators with a strong background in medical education, which was delivered in the Summer of 2025 (Supplement 1). The workshop was offered at a large urban academic institution in the Mountain West region that hosts over 100 fellowship programs.\u003csup\u003e\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e\u003c/sup\u003e The workshop was created to facilitate the transition of incoming fellows into their supervisory and educational roles.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eSelection of Participants\u003c/h3\u003e\n\u003cp\u003eThis workshop was available to all trainees entering fellowships within the host institution. Fellows were invited via email, which was distributed directly to program directors and coordinators across all fellowship programs. Participation in this study and attendance at the workshop were voluntary. The participants were asked to complete both a pre- and post-intervention survey, as well as a knowledge assessment.\u003c/p\u003e\n\u003ch3\u003eEthical Issues Pertaining to Human Subjects\u003c/h3\u003e\n\u003cp\u003eThe University of Utah Institutional Review Board deemed this study non-human subjects research since the data was collected anonymously.\u003c/p\u003e\n\u003ch3\u003eIntervention\u003c/h3\u003e\n\u003cp\u003eThe intervention included a four-hour in-person workshop. Areas of focus were selected based on literature and institutional needs.\u003csup\u003e\u003cspan additionalcitationids=\"CR7\" citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u003c/sup\u003e The topics included 1) goal setting, 2) supervising medical students and residents, 3) giving and receiving feedback, 4) balancing personal and professional duties, 5) scholarly work, and 6) asking for help. Each session was facilitated by a faculty educator utilizing a combination of didactic content, small group discussions, and interactive activities. The GME funded breakfast for participants at a total cost of \u003cspan\u003e$\u003c/span\u003e300. The workshop was held on campus, incurring no additional expenses.\u003c/p\u003e\n\u003ch3\u003eMeasures\u003c/h3\u003e\n\u003cp\u003eSelf-reported demographic information, including gender, specialty, postgraduate year, previous supervisory experience and prior formal education training, was collected and is presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. Confidence in workshop topics was assessed via a pre- and post-workshop survey with a 5-point Likert scale (Supplement 2, 1\u0026thinsp;=\u0026thinsp;not at all confident, 5\u0026thinsp;=\u0026thinsp;very confident). Participant knowledge was assessed with a 10-question multiple-choice assessment administered before and after the workshop (Supplement 3). After the workshop, the participants assessed their perceptions of the utility and engagement of the overall session.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eOutcomes\u003c/h2\u003e \u003cp\u003eThe primary outcome of this study was a change in the knowledge and confidence of fellows regarding supervising and educating trainees, as well as their own professional growth and development. A secondary outcome included the participants' perceptions of the usefulness of and engagement with the workshop.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eData collection\u003c/h3\u003e\n\u003cp\u003eThe survey and assessment data were collected electronically via Google Forms. The data were then exported into Microsoft Excel and imported into R for further cleaning and analysis.\u003c/p\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003eData analysis\u003c/h2\u003e \u003cp\u003eDemographic variables were summarized using counts and percentages. Confidence items were measured on a 5-point Likert scale and treated as ordered factors; numeric scores (1\u0026ndash;5) were generated for descriptive and comparative analysis. Pre- and post-workshop mean scores were compared via paired t tests. The overall assessment score was also analyzed via paired t tests. Post-workshop evaluations of usefulness and engagement were summarized descriptively by frequency and percentage. Analyses were conducted in R (version 4.4.2).\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eA total of 28 fellows from 13 different medical specialties attended this workshop. Among these attendees, 22 fellows completed both the pre- and post-workshop surveys, yielding an overall response rate of 79%. Slightly more than half were female (55%), and the majority were PGY-4 (59%). Emergency medicine was the most common specialty (32%), followed by pediatric emergency medicine (14%). Most participants had served in a supervisory role as residents (82%), whereas just over one-third had prior formal education training (36%) (Table 1).\u003c/p\u003e\n\u003cp\u003eTable 1: Participant Demographics.\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"419\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cstrong\u003eCategory\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cstrong\u003en\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eGender\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e54.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e45.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003ePGY Level\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003ePGY4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e59.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003ePGY5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e27.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003ePGY6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e9.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003ePGY7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003ePrior Education Training\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e63.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e36.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eSupervisory Role as Resident\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e18.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e81.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eSpecialty\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eColon and Rectal Surgery\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eComplex Family Planning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eEmergency Medicine\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e31.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eInfectious Disease\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e9.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eMaternal-Fetal Medicine (MFM)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e9.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eMicrographic Surgery and Dermatologic Oncology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eNeuroradiology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eObesity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003ePediatric Emergency Medicine\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e13.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003ePediatric Gastroenterology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eReproductive Endocrinology and Infertility\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eVascular Neurology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe overall knowledge assessment scores improved from a pre-workshop mean score of 9.1 to a post-workshop mean score of 9.6, a mean increase of 0.45 points (p \u0026lt; 0.01; Table 2).\u003c/p\u003e\n\u003cp\u003eTable 2: Paired t test comparison of pre- and post-workshop knowledge assessment scores among fellows (10 questions, n = 22).\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cstrong\u003eMeasure\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cstrong\u003ePre-Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cstrong\u003ePost-Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean Difference\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ep\u0026nbsp;\u003c/em\u003evalue\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eOverall Score\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e9.14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e9.59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026lt;0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eSelf-reported confidence increased significantly across most domains (Table 3). Fellows reported the greatest gains in setting personal/professional goals (mean difference 0.82, p \u0026lt; 0.001), giving feedback (0.82, p \u0026lt; 0.001), and designing/completing a scholarly project (1.00, p \u0026lt; 0.001). Confidence in supervising also improved (0.77, p \u0026lt; 0.001). Smaller changes were seen in receiving feedback (0.27, p = 0.14) and balancing personal/professional duties (0.59, p \u0026lt; 0.05).\u003c/p\u003e\n\u003cp\u003eTable 3. Paired t test results comparing pre- and post-workshop confidence ratings via a 5-point Likert scale (1 = not at all confident, 5 = very confident) among fellows (n = 22).\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"542\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cstrong\u003eConfidence Item\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cstrong\u003ePre-Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cstrong\u003ePost-Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean Difference\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ep\u0026nbsp;\u003c/em\u003evalue\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cem\u003eSet and pursue personal and professional goals\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.73\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cem\u003eEffectively supervise junior residents and medical students\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.77\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cem\u003eProvide constructive feedback to junior residents and medical students\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cem\u003eReceive and apply feedback from supervisors\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.137\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cem\u003eMaintain a healthy balance between personal and professional responsibilities\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026lt;0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cem\u003eDesign and complete scholarly projects\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cem\u003eSeek support and guidance when needed\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003ePost-workshop ratings were highly favorable. Overall, 86% of the fellows agreed or strongly agreed that the workshop was useful, and 86% agreed or strongly agreed that it was engaging. Neutral or disagree responses were reported by a minority of participants (Table 4).\u003c/p\u003e\n\u003cp\u003eTable 4. Participant Ratings Following Workshop Completion (n = 22).\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"613\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cstrong\u003eResponse\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cem\u003eThe workshop was useful.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cem\u003eThe workshop was engaging.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eStrongly Agree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10 (45.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e13 (59.1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eAgree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e9 (40.9%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e6 (27.3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eNeutral\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0 (0.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2 (9.1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eDisagree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3 (13.6%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1 (4.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eStrongly Disagree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0 (0.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0 (0.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eOur evaluation of the Transition to Fellowship Workshop, a succinct fellowship teaching workshop, demonstrated significant gains in fellows\u0026rsquo; teaching knowledge and self-confidence among multiple educator domains. These findings align with prior literature on residents as teachers and fellows as teacher programs.\u003csup\u003e\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e,\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e\u003c/sup\u003e The developed curriculum significantly enhances fellows' comfort in key areas, such as setting goals, evaluating bandwidth, asking for help with clinical ambiguity, and seeking mental health care. This suggests that the curriculum effectively addresses key aspects of transitioning to a supervisory role. In our study, fellows' confidence improved by approximately 0.5-1.0 points on Likert scales in key areas (i.e., goal setting, giving feedback). This is comparable to the magnitudes of gains obtained in similar curricula.\u003csup\u003e\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u003c/sup\u003e Additionally, our objective knowledge assessment scores showed a modest but statistically significant improvement (mean\u0026thinsp;+\u0026thinsp;0.45, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01). Taken together, these results reinforce that even a concise, focused workshop can yield measurable enhancements in both knowledge and self-efficacy that fellows have with respect to their teaching.\u003c/p\u003e \u003cp\u003eImportantly, this intervention was highly feasible and acceptable to participants; a large majority (86%) of fellows rated the workshop as useful and engaging. This reflects strong receptivity and high satisfaction. The positive engagement speaks to the interdisciplinary nature of our workshop: bringing together fellows from diverse subspecialties likely enriched discussions and mimicked real-world teaching across disciplines. Logistically pooling a cohort from multiple fellowships enhances feasibility by assembling sufficient participants and faculty resources. This mirrors the approach of a multispecialty \u0026ldquo;fellows as educators\u0026rdquo; course that has been successfully implemented across different programs.\u003csup\u003e\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e\u003c/sup\u003e Leverone et al. described a multi-fellowship clinician educator course with 46 participants and concluded that a combined subspecialty model is feasible, effective, and can \u0026ldquo;circumnavigate many challenges\u0026rdquo; faced by single program efforts. Despite its brevity (a single half-day), our workshop addressed a broad array of teaching skills, from clinical teaching techniques to scholarly mentorship, suggesting that even limited-duration interventions can be efficiently packed with relevant content.\u003c/p\u003e \u003cp\u003eAlthough not all areas showed statistically significant improvements, positive trends were observed in creating a safe learning environment, managing medical students and residents, providing and receiving feedback, and supervising ultrasound. This suggests that the curriculum has a broad impact on various supervisory skills, even if some improvements are less pronounced.\u003c/p\u003e \u003cp\u003eThe outcomes of this study underscore the importance of providing structured teaching development for senior trainees as a standard component of graduate medical education. Fellows occupy a pivotal transition point between residency and independent practice: they often supervise residents and students, and many will soon assume faculty roles. Enhancing their teaching ability has multiplicative benefits. Improved teaching by fellows can directly enrich the educational experience of medical students and residents and has even been suggested to positively impact patient care through better team communication and supervision.\u003csup\u003e\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e\u003c/sup\u003e Our success with this short intervention highlights that even busy subspeciality trainees can engage in and benefit from dedicated educator training when it is thoughtfully integrated into their transition.\u003c/p\u003e \u003cp\u003eOur study has several limitations. First, this was a single-site evaluation with a relatively small sample size. Although our cohort was interdisciplinary, the experience and baseline skills of participants may not fully represent those of all fellows or institutions. The improvements observed, while promising and encouraging, need confirmation in larger and multicenter studies. Second, our measures relied on self-reported confidence and a short knowledge assessment. Self-assessment, although commonly used in medical education research, is subjective and prone to bias. Fellows\u0026rsquo; increased confidence does not automatically equate to objectively better teaching performance. Third, our data reflect only short-term outcomes collected immediately following the workshop. We do not know whether the knowledge and confidence gains will persist over time or translate into improved teaching outcomes in practice. Finally, improvements in domains such as \u0026ldquo;balancing personal/professional duties\u0026rdquo; were modest in our workshop, suggesting that certain complex skills may require more intensive or longitudinal interventions than a single session can provide.\u003c/p\u003e \u003cp\u003eThe variability in prior educational training among fellows underscores the need for a structured curriculum to ensure that all fellows are adequately prepared for their supervisory roles. The workshop's design, incorporating lectures, small groups, and case-based discussions, provides a comprehensive approach to meet this need. Overall, the workshop was effective and will be expanded to other fellowship programs within the academic institution in the upcoming academic year.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe transition to a fellowship workshop was a feasible and well-received intervention that significantly improved fellows\u0026rsquo; teaching and professional development skills. The participants demonstrated meaningful gains in both educational knowledge and confidence across core domains. The success of this brief interdisciplinary workshop underscores the value of structured \u0026ldquo;fellows as teachers\u0026rdquo; programs and shows how collaborative resource sharing across departments can make such initiatives both accessible and impactful.\u003c/p\u003e"},{"header":"Abbreviations","content":"Graduate medical education (GME)."},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate:\u003c/strong\u003e This study was reviewed by the University of Utah Institutional Review Board and was deemed non-human subjects research, as all data were collected anonymously, and the minimal risk nature of the study. In accordance with national regulations and institutional guidelines, the requirement for informed consent was waived. All research procedures were conducted in compliance with the ethical standards outlined in the Declaration of Helsinki and its later amendments.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication:\u003c/strong\u003e\u0026nbsp;Not Applicable. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials:\u003c/strong\u003e The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests: \u003c/strong\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding: \u003c/strong\u003eNot Applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions:\u003c/strong\u003e\u0026nbsp;All authors (AB, BM, RK, JR, MF, TH, PH, CR, JD, RS) contributed to the study concept and design, acquisition of the data, drafting of the manuscript, and critical revision of the manuscript. AB, MF, RS provided supervision for the entirety of the concept paper.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements: \u003c/strong\u003eNot Applicable.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Number:\u003c/strong\u003e Not Applicable. \u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eMiloslavsky EM, Boyer D, Winn AS, Stafford DE, McSparron JI. Fellows as teachers: raising the educational bar. \u003cem\u003eAnn Am Thorac Soc\u003c/em\u003e. 2016;13(4):465\u0026ndash;468. doi:10.1513/AnnalsATS.201601-026PS\u003c/li\u003e\n \u003cli\u003eMcSparron JI, Huang GC, Miloslavsky EM. Developing internal medicine subspecialty fellows\u0026apos; teaching skills: a needs assessment. \u003cem\u003eBMC Med Educ\u003c/em\u003e. 2018;18(1):221. doi:10.1186/s12909-018-1283-2\u003c/li\u003e\n \u003cli\u003eKilbertus S, Pardhan K, Zaheer J, Bandiera G. Transition to practice: evaluating the need for formal training in supervision and assessment among senior emergency medicine residents and new to practice emergency physicians. \u003cem\u003eCJEM\u003c/em\u003e. 2019;21(3):418\u0026ndash;426. doi:10.1017/cem.2019.8\u003c/li\u003e\n \u003cli\u003eHumbert AJ, Pettit KE, Turner JS, Mugele J, Rodgers K. Preparing emergency medicine residents as teachers: clinical teaching scenarios. \u003cem\u003eMedEdPORTAL\u003c/em\u003e. 2018;14:10717. doi:10.15766/mep_2374-8265.10717\u003c/li\u003e\n \u003cli\u003eUniversity of Utah Graduate Medical Education Fellowship Programs. Available from: https://medicine.utah.edu/gme/programs/fellowship. Accessed 9 Oct 2025.\u003c/li\u003e\n \u003cli\u003eMcSparron JI, Huang GC, Miloslavsky EM. Developing internal medicine subspecialty fellows\u0026apos; teaching skills: a needs assessment. \u003cem\u003eBMC Med Educ\u003c/em\u003e. 2018;18(1):221. doi:10.1186/s12909-018-1283-2\u003c/li\u003e\n \u003cli\u003eMiloslavsky EM, Boyer D, Winn AS, Stafford DE, McSparron JI. Fellows as teachers: raising the educational bar. \u003cem\u003eAnn Am Thorac Soc\u003c/em\u003e. 2016;13(4):465\u0026ndash;468. doi:10.1513/AnnalsATS.201601-026PS\u003c/li\u003e\n \u003cli\u003eCramer JD, Chi DH, Schaitkin BM, Eibling DE, Johnson JT. Teach the teacher: training otolaryngology fellows to become academic educators. \u003cem\u003eLaryngoscope\u003c/em\u003e. 2018;128(9):2034\u0026ndash;2048. doi:10.1002/lary.27156\u003c/li\u003e\n \u003cli\u003eAnderson MJ, Ofshteyn A, Miller M, Ammori J, Steinhagen E. \u0026quot;Residents as teachers\u0026quot; workshop improves knowledge, confidence, and feedback skills for general surgery residents. \u003cem\u003eJ Surg Educ\u003c/em\u003e. 2020;77(4):757\u0026ndash;764. doi:10.1016/j.jsurg.2020.01.010\u003c/li\u003e\n \u003cli\u003eSoliman SI, McGuire W, Santos T, Goldberg C, Coffey C, Wooten D. Chalk talks for the clinical setting: evaluation of a medical education workshop for fellows. \u003cem\u003eMedEdPORTAL\u003c/em\u003e. 2024;20:11385. doi:10.15766/mep_2374-8265.11385. Erratum in: \u003cem\u003eMedEdPORTAL\u003c/em\u003e. 2024;20:11441. doi:10.15766/mep_2374-8265.11441\u003c/li\u003e\n \u003cli\u003eChen DC, Miloslavsky EM, Winn AS, McSparron JI. Fellow as clinical teacher (FACT) curriculum: improving fellows\u0026apos; teaching skills during inpatient consultation. \u003cem\u003eMedEdPORTAL\u003c/em\u003e. 2018;14:10728. doi:10.15766/mep_2374-8265.10728\u003c/li\u003e\n \u003cli\u003eLeverone N, Welford E, Wooten D, Lin E. Mentoring fellows into career educators through a multispecialty clinician-educator course. \u003cem\u003eATS Scholar\u003c/em\u003e. 2024;5(4):607\u0026ndash;619. doi:10.34197/ats-scholar.2024-0003IN\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Graduate Medical Education, Fellowship Training, Career Development, Supervisory Skills","lastPublishedDoi":"10.21203/rs.3.rs-7973185/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7973185/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eTransitioning into a graduate medical education (GME) fellowship presents challenges, including increased responsibilities and expectations. Fellows must supervise and teach trainees while navigating early career development. Many enter a fellowship with limited educational training. There is also a lack of specialty-specific resources and infrastructure to adequately prepare incoming fellows in these key educational areas. To support this transition, we developed a workshop focused on supervisory skills, on-shift teaching, and career development. The goal was to build fellows\u0026rsquo; confidence and competence in educational roles while consolidating GME resources.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eA four-hour workshop was created by GME leaders and physician educators. This was held at a large academic center in the Mountain West and was open to all incoming fellows in 2025. The topics included goal setting, supervision, feedback, work‒life balance, scholarship, and help-seeking. Recruitment occurred via email through program directors. Pre- and post-workshop surveys and knowledge assessments were conducted. Confidence ratings (5-point Likert scale) and knowledge scores (10 questions) were analyzed via paired t tests.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eTwenty-eight fellows from 13 specialties attended; 22 completed both surveys (79% response rate). Most were PGY-4 (59%) with prior supervisory experience (82%), but only 36% had formal education training. Knowledge scores improved (9.1\u0026ndash;9.6, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.01), and confidence increased significantly in goal setting, feedback, and scholarship (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Eighty-six percent found the workshop useful and engaging.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eThis workshop fills a critical gap in educational training by equipping fellows with foundational supervisory and teaching skills while streamlining GME resources to support fellows across all specialties.\u003c/p\u003e","manuscriptTitle":"Empowering Incoming Fellows: A Structured Workshop to Enhance Teaching and Professional Skills","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-01-12 14:57:40","doi":"10.21203/rs.3.rs-7973185/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-01-30T04:53:24+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-25T19:42:48+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-22T21:06:04+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"325116767085674509384691893162184865601","date":"2026-01-21T13:12:15+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"337901543234683015977998187732998698454","date":"2026-01-12T20:48:45+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-01-06T12:46:31+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-01-01T15:43:13+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-12-15T05:43:56+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-12-11T22:35:35+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2025-12-11T22:30:58+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"6dc2880d-0813-48a9-987a-8c2a2b16ed5d","owner":[],"postedDate":"January 12th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-04-12T17:23:31+00:00","versionOfRecord":[],"versionCreatedAt":"2026-01-12 14:57:40","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7973185","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7973185","identity":"rs-7973185","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}