•Describe novel educational interventions for three common regulatory, quality, or clinical issues based on simple well-known games that may enhance knowledge retention for members of the hospice interdisciplinary team.•Describe one additional regulatory, quality, or clinical issue they would like to see addressed and propose a fun, novel educational intervention which will be recorded by the group leader. Hospice regulatory burden has increased dramatically over the past decade. Keeping physicians, nurses, social workers, chaplains, and other key team members informed and engaged on regulatory, quality, and clinical updates requires creative and innovative solutions. Three topics that have received increased emphasis as as a result of recent regulatory changes include prognostication in the last week of life, medication reconciliation, and interdisciplinary communication. Our team that created novel educational interventions on these topics consisted of two hospice chief medical officers, a leading nurse educator from NHPCO, a clinical nurse specialist, and a pharmacist all actively involved in regulatory and clinical education with groups including AAHPM, HPNA, and NHPCO. The first educational intervention, “Prognostication Charades,” was developed from work conducted at MD Anderson with the goal to help the interdisciplinary team prospectively identify patients who are transitioning to the last week of life. The second will be “Med Rec Bingo” where common medications are matched against their side effects in the hospice setting. One challenge many hospice nurses and physicians face is explaining the rationale for medication discontinuation to patients and families during the initial hospice admission visit. The last game, “Family Feud Communication,” will match effective responses to a variety of common scenarios in the care of serious and terminally ill individuals and their families. Hospice teams face many communication challenges, including individualizing the plan of care, anticipating needs through IDT meeting discussions, and facilitating family meetings. After the didactic presentations, we will break into small groups and allow the audience to interact with the various formats and offer valuable feedback while selecting one future issue they would like to see addressed. Following the presentation, all educational interventions will be provided to those interested in adapting them to their own interdisciplinary teams.