PURPOSE Studies suggest pre-clerkship students need to be prepared for clinical reasoning prior to entering clerkships. Near-peer teaching has been shown to be effective in delivering course material. We developed a training program for M4 students in teaching and assessing clinical reasoning in early learners. METHODS Our workshop utilized commonly used clinical reasoning schemas, including a simplified tool for identifying and remediating clinical reasoning deficits - Gathering data, Appraising data, Probing for biases (GAP). Small group breakout sessions allowed frame of reference training between the group.  We selected 57 student learning instructors (SLIs) institutions to participate in a teacher-development workshop. Surveys evaluated confidence levels in identifying and remediating clinical reasoning deficits. RESULTS 52 out of 57 students completed the post-workshop evaluation survey.  We measured confidence in identifying clinical reasoning deficits in learners as Q1; confidence in remediating clinical reasoning deficits in learners as Q2.  Using the paired samples t-test, we found the following results on a scale of 1-5 (1 being low and 5 being highest).  For Q1, the mean of difference between before and after the workshop is -1.140 (95% CI is -1.384 to -0.896 with a two-tailed p value<0.0001).  For Q2, mean of difference between before and after the workshop is -1.212 (95% CI is -1.441 to -1.212 with a two-tailed p value<0.0001).  CONCLUSION As a result of the workshop, students felt more confident in identifying and remediating clinical reasoning deficits in their learners. Educating near-peers in this domain may be a useful adjunct to preclerkship curricula.   The practical application of this workshop and it’s implications on clinical reasoning assessment and remediation remain to be studied.