Purpose: The purpose of this educational session is to teach clinical educators how to use the R2C2 Feedback Model and motivational interviewing to support the development of students’ skills in self-reflection, goal setting and developing action plans to improve clinical performance. Methods and/or Description of Project: The theoretical foundations of the R2C2 Feedback Model and the four phases of the model: rapport and relationship building, exploring reactions to feedback, exploring feedback content, and coaching for change will be described. Current evidence supporting the effectiveness of the R2C2 feedback model will be presented. Approaches to guide students to be able to hear, accept, and address constructive feedback will be discussed and practiced. The technique of motivational interviewing will be described and the benefit of integrating this approach within a performance feedback session will be discussed. A coaching session showing the 4 phases of the R2C2 Feedback Model and incorporating the technique of motivational interviewing will be demonstrated. Following the demonstration, participants will have the opportunity to role-play and practice the model using case studies. Following the practice session, the participants will have the opportunity to discuss the model and its application within various clinical settings. Results/Outcomes: By the end of the session, participants will be able to describe the theoretical basis of the R2C2 Feedback Model, the four phases of the model, and the key principles of motivational interviewing that can be incorporated within the model. Participants will demonstrate beginning level competency in using the R2C2 Feedback Model and motivational interviewing. Conclusions/Relevance to the conference theme: Coaching as a mentoring skill is relatively new and shows promise as a tool for clinical educators to apply to enhance their mentoring roles. In this way, it fits the overall conference theme: Setting Sail: Discovering a New World of Opportunities. The aim of this session is relevant to the sub-theme, Building Bridges for the Future through Curricular and Clinical Innovations, Enhancing the Role of the Clinical Educator as a Mentor. Beyond teaching the clinical skills pertinent to the current clinical education experience, clinical educators can be instrumental in helping their students develop the key skills needed to be lifelong learners: the ability to self-assess, accept constructive feedback, set goals to address areas for improvement, and develop action plans. Using a feedback model that encourages active conversation and supports personal responsibility in a supportive and encouraging climate will help clinical educators be effective in their roles as mentors and coaches.