1. A survey of our OB/GYN residents identified fellows as a source of valued and effective teaching more often than either senior residents or faculty members. Fellows, having just completed residency, are well-positioned to provide relevant, focused training to residents on topics within their chosen subspecialty field. The majority of fellows move on to junior faculty positions, with an expectation to continue teaching. However, fellows in OB/GYN are not typically offered any directed training to advance or develop their skills as a medical educator. The purpose of this study was to identify fellows’ interest in a medical education curriculum during their training, and to determine preferred avenues for training. A desire for fellows-as-teachers has been established. This study assesses teaching roles, prior training, and interest in a formal medical education curriculum among subspecialty fellows in OB/GYN. OBJECTIVE RESULTS MATERIALS AND METHODS BACKGROUND Randi H. Goldman, MD 1, Lori Berkowitz, MD 2, and Caryn Dutton, MD 1 1 Department of Obstetrics, Gynecology and Reproductive Biology, Brigham and Women’s Hospital / Harvard Medical School, Boston, MA 2 Vincent Department of Obstetrics and Gynecology, Massachusetts General Hospital / Harvard Medical School, Boston MA CONCLUSIONS Despite a strong desire for training as medical educators, OB/GYN fellows in our programs report minimal exposure to formal training. A medical education training program specific to subspecialty fellows in OB/GYN would greatly benefit medical students and residents, who identify fellows as the greatest teaching source, as well as the fellows themselves, who may move on to faculty positions that embrace teaching. An online survey of current and recently graduated fellows in the departments of OB/GYN at both BWH and MGH was distributed. The survey was designed to identify fellows’ desire for a formal fellows-as-teacher curriculum. The study assessed: 1) current educational responsibilities 2) past and current training relevant to teaching skills, presentations, or curricular development 3) desire for additional training on specific topics in medical education Fellows were asked to indicate preferred training formats, including in-person sessions, online modules, webinars, discussion groups, peer observation, or visiting speakers. Developing Fellows as Medical Educators: An Un(der)-Tapped Resource? 20 surveys were completed for a response rate of 95.2%. See Figure 1 for the number of fellows in each subspecialty who completed the survey. 90% of our fellows felt that developing skills as medical educators was “very important.” Despite this, only 21.1% reported that they would receive formal training in fellowship; another 36.8% were not sure. Figure 2 demonstrates the percentage of fellows who currently hold supervisory roles in various clinical settings. Fellows desired formal training on surgical teaching in the OR (60%) and clinical teaching/precepting (50%). The preferred mode of training was scheduled in- person sessions (80%), followed by online modules (35%) as noted in Figure 3. Figure 1: Fellow Sub-Specialties Evaluated Figure 2: Current Supervisory Roles Percentage of Fellows Reporting Supervisory Roles Figure 3: Desired Types of Training Percentage of Fellows Desiring Training Formats RESULTS