Medical Education Curriculum Development Research Articles

More intelligent faculty development: Integrating GenAI in curriculum development programs

Educational challenge Generative Artificial Intelligence (GenAI) has rapidly emerged as a potentially transformative tool in education. Faculty development (FD) programs, particularly in curriculum development (CD), are ideal settings for incorporating GenAI to benefit faculty and their learners. However, concerns about accuracy, bias, and ethical implications necessitate structured and responsible integration. Solution and implementation We incorporated GenAI across five CD programs at Johns Hopkins University (JHU) in 2023–2024. We developed structured exercises using customizable prompts aligned with each step of the Six-Step Approach for Curriculum Development in Medical Education and encouraged learners to critically engage with GenAI during required exercises and assignments. Lessons learned and next steps Structured exercises encouraged experimentation, critical evaluation, and innovation. Participants reported increased efficiency and creativity. Role modeling, balanced messages about GenAI’s capabilities and limitations, and multidisciplinary teamwork were key enablers of success. This pilot offers an example of integration of GenAI into existing FD programs without requiring additional time or sacrificing rigor in CD processes. By sharing our findings globally, we hope to democratize FD and contribute to the responsible, scalable adoption of GenAI in diverse educational contexts.

Developing a Family Medicine Program in Jordan: appraisal of trainees and trainers and final assessment outcomes

Introduction Curriculum development in medical education, particularly in family medicine, is essential for preparing healthcare professionals to meet evolving patient needs. This article examines the development of a Family Medicine program in Jordan, focusing on challenges, methodologies, and outcomes. Methods The curriculum was developed through collaboration between Jordanian and European universities, emphasizing core family medicine principles, evidence-based practice, and local context. Two cohorts of trainees participated in the one-year program, which used a 'whole task learning model' covering communication, clinical knowledge, and community health. Feedback was gathered through focus group interviews with trainers and trainees, and pre- and post-test data were analyzed to assess effectiveness. Results Feedback indicated positive perceptions among trainers and trainees. Trainees valued the transition to Arabic-led lectures, improved primary care understanding, and trainer engagement. Strengths included evidence-based guidelines and patient interaction emphasis. Areas for improvement included more face-to-face training and practical opportunities. Trainers suggested enhancing practical skills training and increasing Arabic materials. Despite pretest score variations, both cohorts showed significant improvement. Challenges such as non-participation and cheating highlighted the need for regular attendance and academic integrity. Conclusion The research underscores the importance of feedback from trainees and trainers in curriculum development. Continuous improvement, comprehensive assessment, and prioritizing linguistic and cultural relevance are crucial for enhancing primary care delivery in Jordan.

Evaluating a novel team learning approach for integrating drugs in sports education in preclinical medical training.

Use of performance-enhancing drugs and supplements continues to be pervasive in sports. Medical practitioners are key because they are well positioned to prevent doping among athletes as they are a trusted resource for the patients whom they serve. At Loma Linda University School of Medicine, we are seeking to provide medical students with education on the topic of drugs in sports so that they can better serve their patients. This study evaluated the implementation of a novel Case-Based Team Learning session on drugs in sports for preclinical first year (MS1) and second year (MS2) medical students. The session aimed to introduce fundamental concepts of performance-enhancing drugs, anti-doping regulations, and patient communication strategies within the context of sports medicine. Post instructional survey data on the learning environment and qualitative feedback responses were collected from 189 MS1 and 170 MS2 students. Results of the quantitative data showed that MS1 students rated the session more positively than MS2 students. Qualitative data was collected through open-ended questions, allowing for more detailed and nuanced responses. AI models were used to identify common themes and patterns in the qualitative feedback responses. These responses provided valuable insights for future curriculum refinement and development of the newly implemented drugs in sports education program. Both cohorts appreciated the interactive nature of the session and real-life applications but identified areas for improvement, including better alignment with curriculum objectives and exam preparation. Key challenges included balancing content relevance with broader medical education goals and integrating communication skills training within a large group setting. Faculty reflection highlighted the need for restructuring the session to better match instructional block content and USMLE Step 1 exam preparation. Future iterations will focus on emphasizing drug pharmacology, mechanisms of action, and physiological effects for MS1 students, while providing opportunities for more comprehensive knowledge integration through the case studies for MS2 students. This evaluation of the learning session underscores the importance of iterative curriculum development in medical education, particularly when introducing novel topics like drugs in sports.

Simulation-Based Mastery Learning Curriculum Development Workbook.

This Workbook and its Action Plans and Notes aim to equip health professions educators with the information and guidance needed to develop and implement a simulation-based mastery learning curriculum. The Workbook begins with an introductory statement about mastery learning curriculum developers and teachers and also about expected behavior of learners in a mastery context. The Workbook continues with 10 connected sections on simulation-based mastery learning curriculum development: (1) problem identification and needs assessment, (2) targeted needs assessment, (3) goals and objectives, (4) education strategies, (5) learner assessment goals and tools, (6) standard setting, (7) curriculum implementation, (8) feedback and debriefing, (9) unexpected collateral effects, and (10) program evaluation. These sections are modeled after the Thomas and Kern (Curriculum Development for Medical Education: A Six-Step Approach. 4th ed. Baltimore: Johns Hopkins University Press; 2022) steps for curriculum development and add several steps needed to incorporate simulation-based mastery learning goals. Curriculum development is an iterative process and each decision impacts preceding and subsequent steps. In addition, steps often change and evolve as a curriculum is developed and revised. Users are encouraged to record and refine their curriculum development plans as they move, back-and-forth, through the Workbook and Action Plans and Notes. References are provided throughout the document to amplify the text and provide detailed examples of the curriculum development steps and procedures. The intended outcome is a simulation-based mastery learning curriculum plan that can be implemented and used to educate learners to a very high standard of achievement.

Characterizing the services provided by family physicians in Ontario, Canada: A retrospective study using administrative billing data.

Family physicians in Ontario provide most of the primary care to the healthcare system. However, given their broad scope of practice, they often provide additional services including emergency medicine, hospital medicine, and palliative care. Understanding the spectrum of services provided by family physicians across different regions is important for health human resource planning (HHRP). We investigated the services provided by family physicians in Ontario, Canada using a provincial physician database and administrative physician billing data from 2017. Billing codes were used to define 18 general services that family physicians may provide. We then evaluated variation in the services provided by different physicians based on the physicians' geographic location (north-urban, north-rural, south-urban, and south-rural) and career stage (i.e., years in practice). Ontario had 14,443 family physicians in 2017, with most practicing in urban communities in southern Ontario and only 6.5% practicing in any setting in northern Ontario. In general, rural physicians provided a greater range of services than their urban colleagues. Their practices most often included clinic medicine, mental health services, emergency medicine, palliative care, and hospital medicine. Physicians in urban southern Ontario and those at a more advanced career stage were more likely to provide a narrower range of services. Overall, our findings have the potential to shape HHRP, medical education curriculum development, and clinical services planning in Ontario and elsewhere. Moreover, our results provide policy- and decision-makers with a basis for integrating knowledge of the specific clinical services delivered by family physicians into their future planning, with the goal of ensuring a fit-for-purpose workforce able to meet community healthcare needs.

A transgender medicine curriculum for Internal Medicine residents at a single academic institution

BackgroundTransgender or gender diverse patients present with health care needs as it relates to gender-affirming care, psychosocial support, and medication access. Considering this, medical education strategies should be implemented to train the next generation of Internal Medicine physicians in this area.MethodsWe adopted Kern’s six step approach to curriculum design to create and implement an educational curriculum for teaching Internal Medicine residents about transgender patients at a single academic institution in Canada (Kern et al, Curriculum Development for Medical Education, 2009). Semi-structured individual interviews of Internal Medicine faculty and residents were conducted to understand the needs for delivering content related to transgender health during residency training. The results informed the development and implementation of an academic half day session and objective structured clinical examination (OSCE). Prior to the academic half day, participants were sent three journal articles highlighting key concepts related to the medical care of transgender patients (CMAJ 193:E562–5, 2021; BMC Public Health 15:525, 2015; Bourns A, Guidelines for gender-affirming primary care with trans and non-binary patients, 2019). A pre- and post-intervention numeric assessment form evaluated residents’ comfort in providing gender-affirming care across five domains: general care, communication, hormone therapy, side effects, and prevention strategies. Faculty raters, equipped with training in transgender health, evaluated performance in an OSCE on key transgender health issues. Both the clinical case and OSCE scenario were developed via an iterative review process by study investigators.ResultsResidents reported an increase in subjective comfort of providing gender-affirming care (p = 0.042) following delivery of the academic half day content. The OSCE demonstrated that most residents achieved “acceptable” or “exemplary” ratings across multiple domains.ConclusionsWe implemented a Transgender Medicine curriculum for Internal Medicine residents in the Canadian context. The curriculum improved resident comfort in providing gender-affirming care including basic knowledge on gender-affirming hormone therapy, and health promotion activities (e.g., screening for and management of chronic disease, discussion of sexual health, community supports, peer engagement). Further assessment is needed to determine whether these skills are retained in clinical practice.

Developing a Family Medicine Program in Jordan: appraisal of trainees and trainers and final assessment outcomes

Introduction Curriculum development in medical education, particularly in family medicine, is essential for preparing healthcare professionals to meet evolving patient needs. This article examines the development of a Family Medicine program in Jordan, focusing on challenges, methodologies, and outcomes. Methods The curriculum was developed through collaboration between Jordanian and European universities, emphasizing core family medicine principles, evidence-based practice, and local context. Two cohorts of trainees participated in the one-year program, which used a 'whole task learning model' covering communication, clinical knowledge, and community health. Feedback was gathered through focus group interviews with trainers and trainees, and pre- and post-test data were analyzed to assess effectiveness. Results Feedback indicated positive perceptions among trainers and trainees. Trainees valued the transition to Arabic-led lectures, improved primary care understanding, and trainer engagement. Strengths included evidence-based guidelines and patient interaction emphasis. Areas for improvement included more face-to-face training and practical opportunities. Trainers suggested enhancing practical skills training and increasing Arabic materials. Despite pretest score variations, both cohorts showed significant improvement. Challenges such as non-participation and cheating highlighted the need for regular attendance and academic integrity. Conclusion The research underscores the importance of feedback from trainees and trainers in curriculum development. Continuous improvement, comprehensive assessment, and prioritizing linguistic and cultural relevance are crucial for enhancing primary care delivery in Jordan.

Curriculum Development for Medical Education: A Six-Step Approach

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Development and evaluation of a blended learning training programme for pharmacy technicians’ continuing education

ObjectivesThe role of the pharmacy technician (PT) has expanded in recent years, requiring new competencies, better communications skills and high-level knowledge about drugs. The objective of this study is to...

The Development and Characteristics of Planetary Health in Medical Education: A Scoping Review.

Climate change, biodiversity loss, and other ecological crises threaten human health globally. The interrelation between human health and ecosystems is addressed in the emerging field of planetary health. Ecological crises have created an urgency to integrate planetary health, including sustainable health care, into medical education. To facilitate integration and guide future research, this review aims to provide an overview of the existing literature about planetary health in medical education. The authors conducted a scoping review using the conventional methodological framework for scoping studies. They performed a comprehensive search in 7 databases without language restrictions in March 2022. Two researchers independently extracted data. The team analyzed the data using data-driven thematic analysis, content analysis, and qualitative summarizing. Data were structured according to the Curriculum Development for Medical Education: A Six-Step Approach. The authors identified 3,703 unique publications, of which 127 were included. Articles predominantly (71%, n = 90) covered the call to integrate planetary health in medical education (step 1: general needs assessment). Many publications (24%, n = 31) proposed learning objectives (step 3); these mainly concerned raising awareness while few concerned action perspectives. Publications limitedly reported on the final steps of curriculum development. Only 2 covered a full cycle of curriculum development. Most were published recently, with first authors mainly from Europe and North America. Planetary health in medical education is an urgent and hot topic. Literature focused predominantly on why planetary health should be integrated in medical education and what should be covered. The authors recommend future research and education development to shift to how to do so, especially in evaluation and feedback. Research and education development needs to be conducted and reported on systematically and underpinned by educational principles. Lastly, it would benefit from perspectives beyond 'Western-based' ones.

Literature review on Curriculum Development

Background: Curriculum development in medical education is vital at all educational levels, from undergraduate to postgraduate and professional education focused on patient care. Understanding the systematic approach to curriculum development and evaluation is essential for maximizing the potential of medical education initiatives. Objective: The objective of this review was to explore and synthesize the existing literature on curriculum development in medical education, focusing on the processes and outcomes, and to provide recommendations for effective curriculum design and implementation. Methods: A comprehensive literature review was conducted using multiple electronic databases, including PubMed, MEDLINE, ERIC, Scopus, Web of Science, and Google Scholar. The search terms included "curriculum development," "medical education," "learning outcomes," "educational strategies," "assessment tools," "curriculum implementation," and "curriculum evaluation." Articles published in peer-reviewed journals were included based on relevance and methodological rigor. Data were synthesized using a narrative approach. Results: The review identified three types of curricula: explicit, implicit, and null. The explicit curriculum is structured and publicly available with clear learning objectives. The implicit curriculum is influenced by geographical, political, and socioeconomic contexts. The null curriculum refers to aspects not covered despite being planned. Key steps in curriculum development included needs assessment, content determination, goal and objective setting, selection of educational strategies, implementation, and evaluation. Educational strategies varied, including lecture-based learning, hands-on skill delivery, flipped classroom, and case-based learning. Continuous evaluation, both formative and summative, was essential for curriculum adaptation and improvement. Conclusion: A systematic approach to curriculum development in medical education ensures comprehensive and adaptive educational programs. This process addresses the diverse and evolving needs of learners and society, ultimately enhancing the quality of medical education. Effective curricula prepare healthcare professionals with the necessary knowledge, skills, and attitudes for high-quality patient care and adaptability to changing healthcare environments.

Using Kern's Model to Redesign a Postgraduate Curriculum for Orthopaedic Physician Assistants.

Postgraduate physician assistant (PA) specialty training expands entry-level education, allowing PAs to work in concentrated fields. The United States Army - Baylor University Doctor of Science in PA Studies Orthopaedics program provides formal education to fill the capability gap caused by surgeon shortages in the military. Based on several sources of feedback, the authors recognized that the curriculum needed modernization and set forth to rewrite the curriculum. This article describes the use of Kern's 6-Step Approach for Curriculum Development for Medical Education to redesign a curriculum for an 18-month postgraduate doctoral program for military orthopaedic PAs. The resulting formal curriculum enables 4 geographically separated sites to execute an orthopaedic PA degree program that addresses a critical specialty care access challenge for the military. Kern's 6-Step approach could be used to design or redesign any PA educational content, from a single course to an entire degree program.

Der Querschnittsbereich 14 „Schmerzmedizin“ an der Universität Leipzig – was wurde erreicht?

HintergrundIm Medizinstudium in Deutschland ist seit 2016 ein gesonderter Leistungsnachweis auf dem Gebiet der Schmerzmedizin zu erwerben. Bislang fehlen Untersuchungen über die Effekte dieser Einführung auf Kompetenzen von Studierenden im Themengebiet Schmerzmedizin.Ziel der ArbeitZiel war es herauszufinden, inwieweit die Einführung des Fachgebiets Schmerzmedizin als Querschnittsbereich 14 den Kompetenzerwerb der Studierenden im Bereich Schmerzmedizin gemessen über eine Selbsteinschätzung positiv beeinflusst.Material und MethodenDie Entwicklung des longitudinalen Curriculums wurde mithilfe des Kern-Zyklus durchgeführt. Parallel erfolgte die Erstellung eines Fragebogens zur Selbsteinschätzung der Studierenden auf einer 5‑stufigen Likert-Skala bzgl. des eigenen Wissensstands und der Bedeutung schmerzmedizinischer Lehrinhalte. Die Befragungen wurden vor Einführung der Veranstaltungsreihe (2014), nach Abschluss der ersten Kohorte (2016) und 5 Jahre nach Einführung (2019) durchgeführt und mittels Kruskal-Wallis-Tests verglichen.ErgebnisseDie Einführung des Curriculums hat zu einer signifikanten Verbesserung in relevanten Punkten geführt. So fühlen sich die Studierenden insgesamt besser auf die Behandlung von Schmerzpatienten vorbereitet (2,67 im Jahr 2014 vs. 3,18 im Jahr 2019). Teilaspekte wie die Erhebung einer Schmerzanamnese (3,63 vs. 4,10) oder die Erstellung eines Analgesieschemas (3,56 vs. 4,14) werden nun subjektiv deutlich besser beherrscht.DiskussionTrotz erfreulicher Ergebnisse besteht in Teilbereichen noch Verbesserungspotenzial. Beispielsweise ist die Bewertung der Studierenden zur Frage nach der Vorbereitung auf die Behandlung von Schmerzpatienten noch nicht zufriedenstellend. Hier gilt es, das Curriculum mit Fokus auf die Kompetenzorientierung weiterzuentwickeln. Dabei können digitale Lehrformate ebenso integriert werden wie interprofessionelle Einheiten und Simulationspatienten. Zudem sind jedoch gleichzeitig auch die Prüfungsformate hin zu standardisierten praktischen Prüfungen weiterzuentwickeln.Zusatzmaterial onlineDie Online-Version dieses Beitrags (10.1007/s00482-022-00665-7) enthält den Fragebogen zur Datenerfassung.

Development and Evaluation of an e-Learning Module for Low- and Middle-Income Countries on the Safe Handling of Chemotherapy Drugs

Despite the growing use of chemotherapy drugs in resource-constrained settings, training opportunities on safe handling practices are lacking. This study’s objectives were to develop and evaluate an e-learning training module on the safe handling of chemotherapy drugs to strengthen knowledge and practices in low- and middle-income countries (LMICs). The module’s curriculum was developed using the Six-Step Approach for Curriculum Development for Medical Education. Asynchronous, self-paced, e-learning lessons within the module were created and uploaded onto a free online platform, Pharm-Ed. The study ran online from January to April 2021. Participant recruitment was done using convenience sampling through various channels (social media, communities of practice). Training module effectiveness was evaluated using knowledge assessments (a pre-test and post-test study design) and participant satisfaction. We developed a comprehensive e-learning module on the safe handling of chemotherapy drugs comprising 11 asynchronous, self-paced, e-learning lessons. Eighty-two participants (68% pharmacists and 17% pharmacy students) from 17 countries completed at least one lesson, with a total of 259 lessons completed. Evaluation of the different lessons showed significant improvements in theoretical knowledge (p < 0.01) in all except one lesson and a high degree of participant satisfaction. As the use of anti-cancer drugs in LMICs will continue to increase, this e-learning module is an effective means to address the lack of training opportunities on the safe handling of chemotherapies for healthcare workers in these countries. The module could be integrated into a multi-modal approach aimed at reducing occupational exposure and increasing patient safety in cancer care centers.

Development of an Online Curriculum for Surgeons on the Use of Pelvic Magnetic Resonance Imaging in Rectal Cancer and Results of a Pilot Study

Development of an Online Curriculum for Surgeons on the Use of Pelvic Magnetic Resonance Imaging in Rectal Cancer and Results of a Pilot Study

Participative development and evaluation of a communication skills\u2013training program for oncologists\u2014patient perspectives on training content and teaching methods

BackgroundUsing the 6-step approach to curriculum development for medical education, we developed a communication skills training (CST) curriculum for oncology and evaluated this curriculum from the perspective of cancer patients.MethodsWe conducted a qualitative interview study with cancer patients, collecting data using semi-structured face-to-face or telephone interviews with a short standardized survey. We fully transcribed the audiotaped interviews and conducted the content analysis using MAXQDA 2020. We analyzed the quantitative sociodemographic data descriptively.ResultsA total of 22 cancer patients participated, having a mean age of 60.6 (SD, 13.2) years and being predominantly female (55%). The patients believed that the CST curriculum addressed important aspects of patient-centered communication in cancer care. They emphasized the importance of physicians acquiring communication skills to establish a trusting relationship between doctor and patient, show empathy, inform patients, and involve them in treatment decisions. The patients had some doubts concerning the usefulness of strict protocols or checklists (e.g., they feared that protocol adherence might disturb the conversation flow).DiscussionAlthough it was a challenge for some participants to take the perspective of a trainer and comment on the CST content and teaching methods, the patients provided a valuable perspective that can help overcome blind spots in CST concepts.

Curriculum Design and Scholarship for New Educators: A Professional Development Workshop for Medical Students.

IntroductionMedical students' professional development includes their role as educators. Despite greater opportunities to join medical education curriculum development, medical students' engagement in these activities remains limited. A recent national study on student leadership in curricular change revealed a formal lack of leadership and training in medical education as significant barriers. Medical students' unawareness of how to disseminate curricula as educational scholarship and its value to their careers also restricts the fullness of their formation as educators.MethodsWe designed a 3-hour, interactive, project-focused conference workshop for medical students without prior knowledge in curriculum development. Of participants, 64 worked in 10 groups creating medical curricula using Kern's six-step approach in student-facilitated breakout sessions. Completed group projects were presented, including brief action plans for transforming their work into scholarship. The workshop was evaluated using a mixed-methods approach.ResultsOf survey respondents, 44 mostly medical students, faculty, and administrators from different institutions rated the workshop as a very positive experience, and the pacing of the breakout groups as effective. A notable increase in self-reported mastery, as measured by learning objectives aligned with Kern's six-step model, was recorded from student respondents as compared to faculty. A sense of readiness to participate in curricular decisions either at the home institution or in individual career paths was evident from narrative comments.DiscussionOur workshop provided medical students with a foundation in curriculum development and educational scholarship. Session design provided flexibility in the pace of breakout sessions and allowed in-depth discussion of educational topics.

Designing and Implementing a Novel Virtual Rounds Curriculum for Medical Students' Internal Medicine Clerkship During the COVID-19 Pandemic.

IntroductionDuring the COVID-19 pandemic, third-year medical students were temporarily unable to participate in onsite clinical activities. We identified the curricular components of an internal medicine (IM) clerkship that would be compromised if students learned solely from online didactics, case studies, and simulations (i.e., prerounding, oral presentations, diagnostic reasoning, and medical management discussions). Using these guiding principles, we created a virtual rounds (VR) curriculum to provide IM clerkship students with clinical exposure during a virtual learning period.MethodsHeld three times a week for 2 weeks, VR consisted of three curricular components. First, clerkship students prerounded on an assigned hospitalized patient by remotely accessing the electronic health record and calling into hospital rounds. Second, each student prepared an oral presentation on their assigned patient. Third, using videoconferencing, students delivered these oral presentations to telemedicine VR small groups consisting of three to four students and three tele-instructors. Tele-instructors then provided feedback on oral presentations and taught clinical concepts. We assessed the effectiveness of VR by anonymously surveying students and tele-instructors.ResultsTwenty-nine students and 34 volunteer tele-instructors participated in VR over four blocks. A majority of students felt VR improved their prerounding abilities (86%), oral presentation abilities (93%), and clinical reasoning skills (62%). All students found small group to be useful.DiscussionVR allowed students to practice rounding skills in a supportive team-based setting. The lessons learned from its implementation could facilitate education during future pandemics and could also supplement in-person clerkship education.

Tıp fakültelerinin sosyal hesap verebilirliğe yönelik görüşleri; nitel bir çalışma

Background: Within the complex interactions of preventive medicine and health care, it has been increasingly accepted that educational and research activities of physicians should meet individual and social expectations in frame of social accountability. In this study, the opinions of key people who have role in undergraduate medical education curriculum development were compiled, and their reflection on the curriculum development and evaluation processes were evaluated.Methods: This is a qualitative study. In Istanbul, 11 medical schools (4 state medical schools, 7 private medical schools), which were graduated their students based on national core competencies, were selected. The contact information obtained from the web pages of medical schools. Semi-structured interviews were held face to face with faculty members who played an important role in medical education. The voice records of interviews were taken, and turned into text. Then, content analysis was done by two researchers. The themes determined as a result of the analysis were grouped and interpreted.Results: The concepts of social accountability evoked in the participants were responsibility society, promise to society, and transparency. Institutional support, stakeholder engagement and policy continuity have been evaluated as the main results of the compiled opinions on the processes of development, implementation and evaluation of social accountability activities.Conclusion: Key people made sense of the concept of social accountability around responsibilities to society. It was emphasized that sufficient time should be spent for understanding and discussion of social accountability in curriculum development activities. In addition, national consensus on social accountability would contribute to those processes.

Implementation of a Pilot Leadership Curriculum for Physical Medicine and Rehabilitation Residents.

Medical trainees are expected to achieve leadership competencies by the end of their training. However, there is a lack of standardized postgraduate leadership education. The aims of this study were to evaluate a pilot program consistent with leadership aims of the medical education body and to assess learners' perceived responses to the curriculum. A pilot workshop was developed using Kern's six-step approach to curriculum development for medical education. Topics included leading teams, managing conflict, feedback, goal setting, and time management, as these gaps were identified during a targeted needs assessment. Learning was assessed by preworkshop and postworkshop self-assessments, and the curriculum was evaluated with a postworkshop survey. The workshop was attended by 14 physical medicine and rehabilitation residents and 1 medical student. There was a statistically significant increase in participants' Likert scale confidence scores for the summative areas of leading teams, managing conflict, feedback, goal setting, and time management (P < 0.001). All participants rated the session as 4 or 5/5 on all evaluation domains. In conclusion, a single session targeting stated needs of trainees was successful in increasing perceived competence in areas relevant to clinical leadership. Expansion to include a longitudinal component, with assessment for behavior change for ongoing improvement would be beneficial.