Introduction/Background Ineffective interprofessional communication is a leading contributor to preventable patient harm. Despite recognized need to understand professional, cultural, and personal differences that impact interprofessional communication, traditional Methods for teaching communication skills and changing behaviors encounter logistical and engagement difficulties. “Serious” games utilize video game technology and constructs such as quests, rewards and 3-D environments in a compelling, but subject matter appropriate, way. Games allow healthcare providers to experience the impact of ineffective interprofessional communication, while experimenting with and learning more effective skills and behaviors through practice and feedback – offering new approaches for improvement. Based on these ideas, we developed a social, web-based serious game called GLIMPSE (A Game to Learn Important Communication Methods for Patient Safety Enhancement). GLIMPSE is guided by curriculum grounded in communication, cultural competency and perspective sharing theories. Through instant game feedback, physician and nurse players experience the impact of communication on patient safety and satisfaction, while practicing structured and team-based communication. GLIMPSE immerses players in perspective sharing, situational awareness, power-gradient traps and similar concepts. The game is playable on computers and iPad’s to maximize delivery flexibility. Importantly, the game can be played asynchronously to overcome logistical difficulties. GLIMPSE is sponsored by the Agency for Healthcare Research Quality (AHRQ). Methods GLIMPSE follows key curriculum education objectives on structured communication techniques, team-based communication/perspective sharing skills, and effects of communication on patient safety. The design takes inspiration from the success of social media games. GLIMPSE is developed in the Unity game engine to support web-browsers and computer, mobile and tablet platforms. Design features that support curriculum objectives include viral episodic content with prescriptive themes and virtual role playing to experience perspective sharing. The game design features asynchronous gameplay with colleagues, 13 short episodes which allow nurses and physicians to fit play into busy schedules, and the ability to virally message and share content among players. While each player is assigned to a team, game play is not dependent on team member coordination. However, scores are reported for individuals and the full team, creating an “implied” team setting. Team competition and in-game rewards for learning and practicing prescriptive themes facilitate engagement and player accomplishment. Gameplay occurs in a 3-D Virtual MedSurg Unit. Essential to gameplay are dialog interactions between players which are scored using interaction or “i” points. Players gain “i” points by following suggested communication strategies. They also lose “i” points by showing anger or excessive ego – behaviors often experienced as barriers for effective team communication. The game also allows players to gain points by making an effort to get a “glimpse” or insight into the source of a colleague’s behavior. Players also win badges depending on their gameplay and virtual “thank you’s” from teammates such as – notes, gifts such as chocolates, or even a cup of coffee. The web dashboard features points scored and team rankings - spurring competition and engagement. Data is collected throughout gameplay on player performance statistics such as elapsed time per episode and frequency that episodes are accessed. Player demographics are also collected. The final episode of the game is a survey that collects information on knowledge gained and reported attitude change. Results: Conclusion GLIMPSE features an innovative methodology to explore whether asynchronous social games can engage nurses and physicians to complete communication education with a flexible schedule, in a chunked episodic format. Should this technique and design be successful in a planned evaluation study, a new paradigm for combined physician/nurse and interprofessional education will be created. This technique potentially opens new educational windows in environments where healthcare professionals have limited time and need new motivations to gain insights into the importance of communication for patient safety. Disclosures LWW.