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Background Relationship Centered Communication (RCC) acknowledges the physician’s expertise as well as the patient’s perspective.1 Clinician empathy also serves to improve patients’ ability to cope with chronic diseases.2 Furthermore, effective communication aids with diagnosis and improves treatment adherence.3 Hence, the need to teach and assess competence in Interpersonal Communication - Communicates effectively with patients, caregivers and interprofessional teams milestones. Created in conjunction with the Academy of Communication in Healthcare, RCC training for faculty is encouraged by our organization. Having attended the inter-professional workshop, ID faculty collaborated with the training program to afford the fellows the same opportunity to learn RCC skills. Methods Faculty have reported limited opportunities to observe/assess their learners. Trainees report infrequent and nonspecific feedback regarding areas for improvement.4 Given these challenges, the ID fellows began a multi-step plan to hone new communication skills after attending the RCC workshop. Activities included both real and simulated encounters as well as didactic presentations. Each scenario built upon the previous one providing continuity of care. Upon completing both outpatient and inpatient encounters, the fellow joined the debriefing team (standardized patient, Program Director and RCC coach) to discuss areas of competence as well as opportunities for improvement. The fellows were also evaluated by faculty in actual patient encounters in addition to choosing a RCC skill to highlight during didactic conference. Results Activities provided fellows RCC teaching opportunities, interaction with a standardized patient and learn how the interaction was perceived from the patient’s perspective. Ability to practice in a safe simulation environment, access to coaching and real-time assessment was reported as valuable for all parties. The RCC training afforded both parties the ability to give and receive specific/objective feedback for a competency usually perceived as subjective. Conclusion Varied activities urged the fellows to establish consistent communications habits. The program generated a framework for sustainability of skills and objective assessment. Disclosures All authors: No reported disclosures.

2555. Relationship-Based Communication to Enhance ACGME Infectious Disease Fellowship Competencies