Purpose
The study aimed to enhance the mentoring skills of medical teachers using the iLEARN (I will Listen, Encourage, Advise, Respect, and Nurture) module, a novel digital workspace-based faculty development program. The goal was to improve mentor-mentee relationships, leveraging the digital environment for interactive and flexible mentorship.

Methods
A prospective cohort study design was utilized, involving 30 faculty members from pre-clinical, para-clinical, and clinical groups at Panimalar Medical College Hospital and Research Institute, Chennai, India. The iLEARN module was implemented over 10 weeks within Microsoft Teams, incorporating synchronous and asynchronous learning. Pre- and post-program assessments were conducted to measure changes in mentoring skills, confidence, and mentee satisfaction. Quantitative data were analyzed using SPSS, with significance set at p < 0.05. Qualitative data guided by interpretative Descriptive (ID)analysis were gathered through focus group discussions and in-depth interviews, analyzed using thematic analysis.

Results
Significant improvements were observed in faculty mentoring skills post-intervention, with mean assessment scores increasing from 65.3 ± 8.7 to 82.6 ± 7.9 (p < 0.01). Faculty confidence in mentoring abilities also showed a substantial rise, with mean self-efficacy scores improving from 6.2 ± 1.4 to 8.1 ± 1.2 on a 10-point scale (p < 0.01). Mentees reported a 42% increase in overall satisfaction with the mentoring relationships. Qualitative analysis revealed enhanced communication, goal-setting, and feedback delivery as key themes contributing to the program's success.

Conclusion
The iLEARN module significantly improved the mentoring capabilities of medical faculty, demonstrating the effectiveness of digital workspaces like Microsoft Teams in facilitating faculty development. The study highlights the potential for such programs to foster a supportive and adaptive mentorship culture in medical education.