Purpose: The purpose of this program is to demonstrate the diversity of residency education models, and to help prepare entry-level physical therapy faculty to have conversations with entry-level students and recent graduates that promote leadership and support residency or fellowship level education; especially in the area of Geriatrics. These same skills can likewise be utilized to promote other specialty areas of physical therapist practice.Methods and/or Description of Project: There are 296 total accredited physical therapy residency or fellowship programs, sixteen of which are accredited in specialty area of Geriatrics. The American Board of Physical Therapy Residency and Fellowship Education (ABPTRFE) has recently undergone a revision of the accreditation criteria for residency and fellowship programs and has adopted new quality standards for clinical and non-clinical physical therapist residency and fellowship education. There are many different successful residency models that exist. Being familiar with the ABPTRFE quality standards and the associated core competencies would assist faculty in mentoring students navigating a complex path of professional development upon graduation. Enhancing student knowledge of residency and fellowship education is essential for students to thrive in a competitive health care environment and to be viewed as a valued employee. This program is an interactive session that will utilize discussion groups to determine participants current knowledge about post professional development that includes residency and fellowship education as well as to provide essential information about residency programs and active learning strategies to mentor students’ leadership potential through post-professional education.Results/Outcomes: Since the mission of American Physical Therapy Association (APTA) is to build a community of physical therapists who enhance society health, the goal of this presentation is to assist entry-level program faculty to determine which residency model meets a student’s post professional goals as well as to facilitate early identification of those students with skills that will enhance geriatric physical therapist practice.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: Residency and fellowship programs have a history of leadership development with many residency graduates moving into leadership roles with their employers and within the APTA and its components. Entry-level physical therapy faculty would benefit from tools to assist mentoring students into professional leadership roles and to in determining if residency education in a certain area of specialty practice is an appropriate path for that individual.References: 1. ABPTRFE. Benefits of Attending a Physical Therapy Residency Program http://www.abptrfe.org/Residency/About/Benefits/ Accessed March 21, 2018 2. Specialty Council on Geriatric Physical Therapy. Physical Therapy Description of Specialty Practice: Geriatrics. ABPTS 2009. 3. ABPTRFE. Description of Residency Practice: Geriatrics. 2017. 4. Essential Competencies in the Care of Older Adults at the Completion of the Entry-level Physical Therapist Professional Program of Study. Academy of Geriatric Physical Therapy. Available at: https://geriatricspt.org/essential-competencies/. Published 2011. Accessed March 13, 2018. 5. Essential Competencies in the Care of Older Adults at the Completion of a Physical Therapist Postprofessional Program of Study. Academy of Geriatric Physical Therapy. Available at: https://geriatricspt.org/essential-competencies/. Published 2017. Accessed March 13, 2018. 6. APTA. Recommended Resources for Developing Leadership Skills. http://www.apta.org/LeadershipDevelopment/RecommendedResources/ Accessed March 21, 2018 APTA. 7. APTA. Leadership Development http://www.apta.org/LeadershipDevelopment/ Accessed March 21, 2018 8. Blumenthal DM, Bernard K, Bohnen J, Bohmer R. Addressing the leadership gap in medicine; residents’ need for systematic leadership development training. Acad Med 2012 April: 87(4): 513-522. 9. Thomas DC, Leipzig RM, Smith LG, Dunn K, Sullivan G, Callahan E. Improving geriatrics training in internal medicine residency programs: best practices and sustainable solutions. Ann Intern Med 2003 Oct7: 139 (7): 628-34. 10. Ackerly DC, Sangvai DG, Udayakumar K, Shah BR, Kalman NS, Cho AH, Schulman KA, Fulkerson WJ Jr, Dzau VJ. Training the next generation of physician executives: an innovative residency pathway in management and leadership. Acad Med 2011 May: 86 (5): 575-9.Course Objectives: 1. Demonstrate the current need for health care providers, especially physical therapists, in the specialty area of Geriatrics. 2. Discuss the ABPTRFE quality standards and core competencies for physical therapy residency and fellowship education. 3. Evaluate knowledge about residency and fellowship education that includes the benefits and barriers for mentoring students in the area of professional development. 4. Explore and relay knowledge about different residency models for professional education development. 5. Debate the benefits of educating students post entry level in order to improve the health of society especially for older adults. 6. Discuss strategies to identify students who would be best suited for working in various areas of specialty practice especially with older adults. 7. Build skills in mentoring student leadership. 8. Design professional development activities that foster leadership in physical therapy.Instructional Methods: Interactive lecture Discussion groups Q and ATentative Outline/Schedule: A. Introduction to Residency Education (30 minutes) 1. Discuss need for physical therapists in the area of geriatric physical therapy. 2. Evaluate faculty knowledge about residencies that include the benefits and barriers for mentoring students and knowledge of current models of residency and fellowship education. 3. Develop knowledge about different residency models for post professional educational development. 4. Discuss the quality standards and associated core competencies for residency and fellowship physical therapy education. B. Develop strategies for mentoring conversations with discussion groups. (Second 30 minutes) 1. Debate the benefits of educating students postprofessionally in order to improve health of society especially for older adults. 2. Determine students who would be best suited for working in various specialty areas of practice especially in geriatrics. 3. Discuss strategies to facilitate postprofessional educational development and leadership. C. Skill development in mentoring students through discussion groups. (30 minutes) 1. Discuss activities in physical therapy curriculums to foster professional development through residency education 2. Role play faculty/student conversations regarding postprofessional education and leadership. 3. Discuss solutions that may help students overcome barriers to residency education.