program directors during the 2013-2014 academic year. Standard descriptive statistics summarized demographics and responses. Results: 164 of 326 (50%) eligible trainees (62% female) and 36 of 74 (50%) eligible program directors responded. Median number of trainees per program=5 and median number of total faculty was 10 with 3 experts and 15% of programs without faculty self-identified as an IBD expert. 64% had dedicated nurse(s), 69% research coordinator(s), 53% a dietitian and 28% had other staff (social worker, psychologist). Most programs participate in clinical trials (86%), IBD-based consortia (78%), and have dedicated clinics (67%). 69% of trainees were confident/somewhat confident in their inpatient training, while 54% were confident/somewhat confident in outpatient training. 13% had no formal IBD-centered didactics and 31% had monthly teaching. Activities identified by trainees that would most improve their education included: didactics (55%), interaction with national experts (50%), trainee-centered web resources (42%), increased patient exposure (42%). Trainees were most confident in managing active Crohn's disease, phenotype classification, using clinical disease activity indices, and managing immunomodulator and biologic therapies. They were least confident in managing J-pouch complications and performing pouchoscopy, managing extra-intestinal manifestations and managing ostomy related complications. 85% would like an IBD-focused training elective. 4 knowledge competencies were rated as somewhat important by 50% to 64% of directors: medical management of J-pouch complications; perform, identify landmarks, findings on pouchoscopy; manage ostomy, related complications; and classify endoscopic disease severity using endoscopic indices. The majority of directors (89%) would allow trainees to do 1month training electives at other institutions. Conclusions: This needs assessment survey of pediatric gastroenterology trainees and program directors demonstrated a strong resource commitment to training and clinical care. Areas for educational enrichment emerged including pouch and ostomy complications. Possible educational enhancements include case-based didactics and interaction with experts perhaps through hands-on sessions at national conferences, elective rotations or web based sessions.