A. Rubin 1 , T. Bertsch 1 ; 1 University of Vermont College of Medicine, Burlington, VT OBJECTIVES: To retain and recruit community-based preceptors in Vermont, we developed, distributed, and analyzed a survey to understand the needs of our community faculty and the barriers to precepting students in their offices. METHODS: We mailed questionnaires to all 570 primary care physicians in Vermont. We received replies from 251, of whom 160 were preceptors. We asked questions about their needs to become better teachers, the infrastructure needed to teach, rewards for teaching, and the desired format for faculty development. RESULTS: Areas of high importance for teaching include becoming more efficient, balancing student needs with patient time, increasing abilty to teach clinical skills, givng feedback to students, dealing with difficult students, and finding ways of orienting students to practice. In terms of infrastructure, preceptors want more time and space to teach. They want rewards in the form of CME or CME credit and in hearing feedback about their students. They are happy to have faculty development sessions once a year, either at a central site or near their practice site. CONCLUSION: As with our students, eliciting feedback from community based teachers can result in programmatic change. As a result of ths survey, we have developed a teaching skills exercise using standardized students and presented itin three sites. We are also changing the ways we award CME credits.