Purpose: Patient safety has been identified by the ACGME, ABP, and safety experts as an important topic for resident medical education. Despite this, there are few published safety curricula targeting pediatric residents. We created an innovative patient safety curriculum for senior-level pediatric and multi-board residents. We aim to improve residents’ knowledge of patient safety principles, their comfort in applying these principles to future practice, their satisfaction with safety education, and rates of resident event reporting. Methods: The curriculum was delivered in five one-hour long, monthly sessions. Session topics were selected from the AAP’s list of patient safety best practices and IHI and WHO safety curricula focusing on topics most relevant to inpatient pediatrics and tested on ABP certification exams. Topics include system-based thinking, terminology, second victim phenomenon, root cause analysis (RCA), and medication errors. The sessions include didactics and facilitated group discussion. The final five minutes of each session review a recent event report that prompted a system-level change. This provides feedback on reporting to residents and illustrates event reporting’s efficacy. A pre-curricular assessment of knowledge and attitudes was administered to all eligible residents, with a post-curricular assessment following the final session. Participants were assigned de-identified unique numbers to allow pre/post curriculum matching of individual resident’s responses and to track attendance. Adverse event reporting by residents will be tracked to look for changes in reporting rates. Results: Of 75 eligible residents, 63% completed the pre-survey. Among respondents, 96% agreed or strongly agreed that patient safety was an important part of their education and 98% that event reporting was an important part of their duties as residents; 94% of respondents agreed that patient safety knowledge would be important to their future practice. When asked if they felt prepared to apply principles of patient safety to their future practice, 10% disagreed or strongly disagreed and 39% were neutral. When asked if they felt comfortable using RCA to analyze a safety event, 49% disagreed or strongly disagreed and 37% were neutral. The percentage of correct answers by all respondents on the 20-question knowledge assessment was 61.5%. The curriculum was implemented in January, 2016, with the final session in May, 2016, and post-curricular assessment immediately following. Analysis of post-curricular data will be completed by the conference. Feedback has been positive from administration, faculty, and residents. Conclusion: Pediatric residents at our institution perceive patient safety as an important part of their training and future practice; however, they do not feel prepared to apply safety principles to future practice or carry out an RCA. Scores on a knowledge assessment indicate room for improvement. Our aim is to improve these latter measures, while also increasing reporting rates by residents, and improving resident satisfaction with their safety education.