Kidney360 · 2026
Shaping an Early Nephrology Fellowship Curriculum: Results from the American Society of Nephrology Fellow Survey.
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La Ashley M, Boyle Suzanne M, Pivert Kurtis A, Zisman Anna L, Ko Benjamin S
Аннотация
KEY POINTS: A quarter of Nephrology Fellow Survey respondents reported feeling unprepared to start fellowship. Current fellows desire a focus on nephrology emergencies and executive functioning skills in an early-fellowship curriculum. Optimizing early fundamental nephrology education has potential to positively influence fellows' clinical success.
BACKGROUND: The transition between residency and nephrology fellowship can be difficult for many trainees because of nephrology's inherent complexity and high-intensity nature as well as the lack of standardization in internal medicine training. We aimed to assess self-perceived preparedness of nephrology fellows at the start of fellowship and explore learner preferences for educational methods and content for an early-fellowship curriculum.
METHODS: Data were collected using an instrument included in the 2025 American Society of Nephrology Fellow Survey.
RESULTS: Responses from 339 adult nephrology fellows were included in analysis. Most responding fellows (252 [74%]) reported feeling extremely prepared, very prepared, or moderately prepared when starting nephrology fellowship. Preparedness was associated with completing three or more weeks of nephrology rotations in residency (chi-squared test for independence, P = 0.004). Half of fellows (49%) reported participating in an early-fellowship curriculum before starting clinical rotations. Learner preferences for educational methods used in an early-fellowship curriculum were similar to those most commonly used in contemporary curricula (didactics, shadowing senior fellows, and case simulations), although there was a preference for small-group problem-based learning compared with procedural training. Fellows reported a preference for learning about common inpatient nephrology emergencies (AKI, dialysis prescriptions and complications, and electrolytes and acid/base) and executive functioning skills (workflow/efficiency and discussing dialysis and goals of care with patients) in their ideal early-fellowship curriculum.
CONCLUSIONS: These results can help inform development of future early-fellowship curricula on the basis of current fellows' experiences and perceived needs to promote successful clinical training.
BACKGROUND: The transition between residency and nephrology fellowship can be difficult for many trainees because of nephrology's inherent complexity and high-intensity nature as well as the lack of standardization in internal medicine training. We aimed to assess self-perceived preparedness of nephrology fellows at the start of fellowship and explore learner preferences for educational methods and content for an early-fellowship curriculum.
METHODS: Data were collected using an instrument included in the 2025 American Society of Nephrology Fellow Survey.
RESULTS: Responses from 339 adult nephrology fellows were included in analysis. Most responding fellows (252 [74%]) reported feeling extremely prepared, very prepared, or moderately prepared when starting nephrology fellowship. Preparedness was associated with completing three or more weeks of nephrology rotations in residency (chi-squared test for independence, P = 0.004). Half of fellows (49%) reported participating in an early-fellowship curriculum before starting clinical rotations. Learner preferences for educational methods used in an early-fellowship curriculum were similar to those most commonly used in contemporary curricula (didactics, shadowing senior fellows, and case simulations), although there was a preference for small-group problem-based learning compared with procedural training. Fellows reported a preference for learning about common inpatient nephrology emergencies (AKI, dialysis prescriptions and complications, and electrolytes and acid/base) and executive functioning skills (workflow/efficiency and discussing dialysis and goals of care with patients) in their ideal early-fellowship curriculum.
CONCLUSIONS: These results can help inform development of future early-fellowship curricula on the basis of current fellows' experiences and perceived needs to promote successful clinical training.