and a sense of patient ownership. ACO has been referred to as “critical” in the learners' development and an important opportunity to discuss SDM on both patient-provider as well as interprofessional team levels and establish a culture where interdisciplinary care is considered best practice. A future aim of the conference will be to incorporate it permanently into Cleveland's primary care clinic while broadening interdisciplinary partic- ipation. DEVELOPMENT OF AN INTER-PROFESSIONAL CURRICULUM FOR HEALTHCARE TRAINING IN A VA PATIENT-CENTERED MEDICAL HOME Joanna Dognin PsyD*, Kelly Crotty MD, MPH, Craig Tenner MD. Background The paradigm shift towards patient-centered medical homes is trans- forming healthcare by improving access, fostering relationships between patients and their healthcare team, emphasizing shared decision making and improving quality and safety. Medical homes rely heavily on effective collaboration among healthcare providers. Physicians, psychologists, nurses, social workers, pharmacists, dieticians, as well as administrative staff, must work together in a well-integrated fashion. Yet a model for such collaboration is largely absent from healthcare graduate education. Psy- chologists possess expertise that is particularly beneficial to medical home implementation, including knowledge and skills in behavioral in- terventions, group dynamics and qualitative research. Despite the need for psychologists' skill-set, psychology trainees generally gain little specific didactic and virtually no experiential education to prepare them for ca- reers in primary care psychology. Similarly, traditional medical education often emphasizes separate specialized training rather than collaborative learning among students of associated health professions. In 2010, the Department of Veterans Affairs adopted the medical home model, known as Patient Aligned Care Teams (PACT), nationwide. As a result of our unique training ground and well-established academic primary care structure, our PACT was initiated in the ambulatory care clinics of our Internal Medicine (IM) Residency Program. This program has matured over the past 5 years and has provided an ideal setting to formalize inter-professional educa- tional interventions. Purpose In 2013, we developed a novel curriculum with didactic and experiential inter-professional components for IM residents and graduate Psychology trainees based in a PACT primary care clinic. Seminars were co-taught by medical and psychology faculty to model effective collaboration and consisted of relevant topics: Introduction to Collaboration, Motivational Interviewing, Shared Decision Making, and Population Health. Experiential learning comprised of: behavioral health consultations (a mechanism by which residents could request a shared medical visit with a psychology fellow), monthly inter-professional journal clubs, interdisciplinary tobacco cessation and weight loss classes. Design/Methods Focus groups and qualitative interviews are currently underway with psychology trainees (n¼9) and medical residents (n¼20) to assess these collab- orative experiences. We will highlight the impact of this pilot educational intervention on current curricula and clinical practice in medicine and psy- chology training. Results/Findings Data evaluating the success of our educational interventions is still pending, but our pilot led to lasting changes within both the psychology and IM curriculum. It has also directly led to the funding of additional inter-professional postdoctoral psychology fellow positions and social work training positions. Motivational Interviewing and Shared Decision Making are now standard ele- ments of the training curriculum. Finally, the behavioral health consultation is now an integral part of PACT. To date, 52 behavioral health consultations have been completed. Conclusion Inter-professional education is an essential training component to best prepare the next generation of health care professionals practicing in the medical home. We created a novel curriculum that includes both instructional and experiential collaborative learning. While analysis of its effect on trainees is ongoing, it has already led to expansion of our di- dactics, inter-professional patient care, and additional multidisciplinary positions. PROMOTING THE SPIRITUAL WELL-BEING OF THE HEALTHCARE TEAM Cheryl Erwin JD, PhD, Janeta Tansey MD, PhD, Thomas F. McGovern EdDc. Background Healthcare providers including physicians and allied health professionals work in an environment concerned with more than the mere biological health of the individual. The integration of a spiri- tual perspective is important, yet healthcare providers report feeling uncomfortable in this domain. Providers are at risk throughout their formation and practice for demoralization and loss of meaning due the demands of healthcare within a fractured and hurting medical community. Periods of burnout are pervasive through the life-cycle of providers, from training years through advanced practices. The associated challenges include an absence of compassion, feelings of isolation, meaninglessness and impotence, and behaviors of intimi- dation, substance misuse and suicide. Whether in the form of giving up (George Engel), suffering (Eric Cassell), or demoralization (Jerome Frank), provider distress is a manifestation of lost connection with the spiritual nature of healing. Successful navigation by the provider and individual growth are stunted by insufficient personal and com- munity attention to spirituality, humanistic inquiry, narrative explora- tion, and virtue discourse. In order to take provider well-being seriously as a spiritual matter, the healthcare professions must attend to the narratives and practices of authenticity that defend against despair and self-destruction while at the same time promoting spiritual well-being. Objectives This poster addresses the spiritual well-being of providers and patients and ways to support the enhancement of well-being. The objectives of incorporating spirituality practices in the education of healthcare pro- viders will enable providers to: 1) Identify the practice aspects of spiri- tuality in their lives, in others, and in patients 2) Understand how spirituality plays out in life narrative and practice 3) Overcome some of the challenges to implementing a bio-psycho-social-spiritual approach to healthcare. Design We have implemented practices and programs across three major academic medical centers which seek to renew spirituality and re-moralize the caregiver as a core dimension of well-being. Our efforts directed at patient well-being engage the realm of the clinician's spirituality. This focus is in keeping with the renewed call for reflection, self-awareness, and practice-based learning as essential competencies for all providers. Findings Healthcare provides a rich ground for the demoralization of providers. An awareness of and respect for individual needs must precede the imple- mentation of ways to support providers' spiritual well-being. The practical aspects of spirituality in the lives of physicians as persons engaged in spiritual practices embedded within a professional community include the need for story-telling and expressions of personal identity. 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