1. Introduction Is there a difference between what residents believe best facilitates their learning and how preceptors teach and believe residents want to learn? Residents retain information taught by preceptors that builds on knowledge they already have and that leaves them receptive to new information. Nevertheless, residents and faculty preceptors may have different ideas as to how residents learn best. If learners and teachers approach precepting a patient with two different styles for learning in mind, Aims This project aims to advance the precepting skills of Penn State Hershey Medical Center (HMC) Family and Community Medicine (FCM) residency faculty through the creation of a new faculty development curriculum for preceptors. The new curriculum will Current Results Faculty Survey Resident Survey Discussion Focus Groups The final focus group is in the process of being coded. A grounded theory approach is being used and themes have begun to emerge. Ongoing Extrapolated themes and survey results will be used to formulate an explanatory model of resident learning and create a faculty development curriculum. The new curriculum will be presented at a series of faculty development meetings. Assessment of the curriculum’s impact on resident precepting skills will be conducted through post- implementation data collection and analysis. Anticipated outcomes include an improvement in faculty precepting skills with residents, increased resident satisfaction in perceptions of faculty precepting, and identification of different needs within the residency classes for targeted precepting. References 1.Street, R.L. and Haidet, P. (2010). How well do doctors know their patients? Factors affecting physician understanding of patients' health beliefs. Journal of General Internal Medicine, 26(1), 1-7. 2.Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., and Norman, M.K. (2010). How Learning Works: 7 Research-Based Principles for Smart Teaching, San Francisco, CA: Jossy-Bass. Hypothesis We hypothesize that resident and preceptor beliefs about how residents learn best during precepting are different. Methods 28 residents and 28 precepting faculty in the FCM Department at HMC were asked to participate in this IRB approved research. Data was collected in an online survey tool. 19 faculty completed an anonymous Faculty Precepting Self-Evaluation survey. 13 residents completed an anonymous Resident Evaluation of Faculty Precepting survey. Residents and faculty from the larger sample were recruited to take part in focus groups regarding faculty precepting. All 4 focus groups have been offered and 2 have been completed: Participants: PGY1: 4 PGY2: No participants PGY3: No participants Faculty: 6 A follow-up survey was sent to PGY2 and PGY3 residents to identify reasons for non-participation. Conceptual Model 2 then both parties may walk away unfulfilled. Residents may create strategies based on the individual they are precepting in an effort to efficiently get through the precepting, rather than learning from the precepting. Similar, mismatches have been found between patients and physicians in their explanatory models of illness. 1 Also, resident learning needs are most likely based on their residency year and how much they identify as a learner or a teacher (to their patients or younger residents/medical students) themselves. be based on quantitative data as well as themes identified during resident focus groups about faculty precepting. The data regarding faculty and resident perceptions of precepting will be utilized to create a faculty development curriculum for preceptors.