Purpose: The millennial generation is said to be motivated by meaningful interactions and life purpose yet emotionally fragile in the face of setbacks. Resiliency, which is modifiable using evidence-based strategies, is the ability to modulate and constructively harness the stress response. Personal success often hinges on resilience and the ability to productively respond to setbacks and, thus, success with challenges increases physical and mental health. Therefore, the purpose of this presentation is to describe a model for resiliency development in DPT students from admission to graduation.Methods/Description: Emotional intelligence, grit, strength finders, and mindset were measured prior to the beginning of the curriculum in DPT students starting an accelerated 2-year blended learning program. At orientation, students were provided with key concepts to facilitate success while maintaining personal health. The concepts of mindfulness, meditation, breathing and positive framing of course challenges were introduced. Examples were given and discussed in teams. These concepts were then threaded across all management courses with students taking leadership roles in body and mind breaks during quarterly intensive laboratory sessions. The biology of resilience was also highlighted as a key tenet within coursework. The integrative pain science course included contemporary patient and personal care strategies for “exercising” this function of the brain. Focusing upon "mindful practice," a course in mindful patient management prepared students for professional interactions by developing abilities in personal and situational awareness, remaining "in the moment," and acting with purpose. With the goals of providing better care to patients and taking better care of themselves, students worked through simulated patient scenarios followed by self-reflection on associated thoughts and feelings as well as self-assessment of their use of motivational interviewing strategies.Results/Outcomes: Preliminary data illustrated increased awareness and understanding of the concept of resiliency and the importance of resilience in personal health and success during the DPT curriculum. Additionally, the importance of coaching for resilience in facilitating health in our patient/client populations was demonstrated. Emotional intelligence scores improved from the start of program to sixth quarter (i.e. Self-Awareness [p<.001 - 95%-CI 7.85, 3.35], Self-Management [p<.001 95%-CI 4.81, 1.56], Social Awareness [p=.001 - 95%-CI 4.94, 1.21], and Relationship Management [p=.01 - 95%-CI 4.49, .59]).Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: Resilience is a key component of personal and patient/client success. Developing students into resilient physical therapists for entry into a demanding healthcare environment may improve their likelihood of professional success while also creating competent coaches in this area of patient care.References: Bradberry, Travis, and Jean Greaves. 2009. Emotional Intelligence 2.0. TalentSmart. Dweck, Carol S., Gregory M. Walton, and Geoffrey L. Cohen. 2014. “Academic Tenacity: Mindsets and Skills That Promote Long-Term Learning.” Bill & Melinda Gates Foundation. ERIC. https://eric.ed.gov/?id=ED576649. Gray P. Declining student resilience: a serious problem for colleges. Psychol Today. 2015;22:9-15. Rath, Tom. 2007. StrengthsFinder 2.0. Simon and Schuster. Southwick, Steven M., and Dennis S. Charney. 2013. “Ready for Anything.” Scientific American Mind 24 (3). Nature Publishing Group: 32–41.