Abstract Disclosure: S. Ananthakrishnan: None. C. Noronha: None. Background: Feedback is a key component of training at any level. Sub-specialty fellowship training has unique goals and barriers to feedback exchange, such as faculty tension with giving negative feedback to potential future colleagues, that are uncommon in other training environments. A common characteristic that may be discussed in feedback exchanges is a supervisor’s perception of a trainee’s confidence. Concerns have been raised both at the local and national level regarding the potential negative effects of the word “confidence” in medical education, due to cultural, gendered, and racial biases, which can be harmful to the learning environment in endocrinology where many trainees hail from diverse geographic and cultural backgrounds. Methods: Within our institution, ACGME annual survey data between 2015-2019 indicated that a large portion of internal medicine specialty fellows were not satisfied with the feedback they received. Pilot data from a survey administered to trainees in the Department of Medicine at our institution indicated that 66.67% (n=31) of trainees had received feedback about their confidence level as observed in the clinical setting. Over 70% of those trainees felt the feedback was actionable less than half the time. The themes of frustration and ambiguity in interpreting the feedback around “confidence” emerged from the trainee data. To address perceived deficiencies in supervisor knowledge, skills and attitudes around fellowship-specific feedback exchange, we implemented departmental workshops focused on highlighting tools related to giving feedback to fellow trainees and case-based discussions to understand how and why the word “confidence” is used in feedback and how it may be interpreted by trainees. Results: This feedback workshop has been instituted within our Department of Medicine and was piloted with a focus on fellowship education in the Endocrinology section by the time of this abstract (further data forthcoming). Following the workshop, attendees (n=13) were surveyed. 76.9% of respondents had experience delivering feedback with the word or theme of “confidence”, despite 69.2% of respondents being aware of the varied meanings of the word. Following the workshops, data from faculty attendees indicated 92% of respondents were aware of the varied meaning and 99% felt more comfortable using behavioral-based, as opposed to personality-based, language to support actionable changes in fellow skills. Conclusions: This workshop curriculum suggests further need to explore the impact of the word “confidence” in feedback exchanges. Our pilot data is a call to action for further research on the development of effective strategies on how to move past use of the word “confidence” in feedback, with the goal of providing more specific, bias-free and behavioral-based feedback that can support a more inclusive learning environment for fellowship trainees. Presentation: 6/3/2024