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Catherine Chan, B.S. and Nagaraj Gabbur, M.D. State University of New York at Downstate Medical Center – College of Medicine Brooklyn, NY Preclinical medical students have many questions and concerns prior to starting their third-year clerkships. Most medical schools integrate a transitional period in their formal curriculum to provide preclinical students not only with an introduction to clinical rotations, but also with the opportunity to voice concerns. However, anecdotal accounts from various medical students revealed that there exists a need for additional preparation prior to entering the operating room. Previous studies have shown that early surgical exposure alleviated student anxiety and led to greater success during clerkships. In addition to a formal orientation, preclinical medical students entering their surgical rotation may acquire additional benefit from peer-taught, practice-based training. METHODS Each OR Crash Course was conducted during the week prior to the surgical rotation start date. Peer- teachers were comprised of fourth-year medical students. Peer learning and teaching were encouraged throughout the two-hour session. Emphasis was placed on practice-based learning. Of note, the pretest, posttest, and retention test contained the same questions. Questions focused on: 1.Who to introduce yourself to prior to a case 2.Scrub technique 3.Sterility in the operating room REFERENCES Pettitt, B. (2005). Medical student concerns and fears before their third-year surgical clerkship. The American Journal of Surgery, 189(4), 492-496. Retrieved May 3, 2015, from http://www.sciencedirect.com/science/article/pii/S0002961005000875http://www.sciencedirect.com/science/article/pii/S0002961005000875 Cloyd, J., Holtzman, D., O'sullivan, P., Sammann, A., Tendick, F., & Ascher, N. (2008). Operating Room Assist: Surgical Mentorship and Operating Room Experience for Preclerkship Medical Students. Journal of Surgical Education, 65(4), 275-282. Retrieved May 2, 2015, from http://www.sciencedirect.com/science/article/pii/S1931720408001116 http://www.sciencedirect.com/science/article/pii/S1931720408001116 Sammann, A., Tendick, F., Ward, D., Zaid, H., O’Sullivan, P., & Ascher, N. (2007). A Surgical Skills Elective to Expose Preclinical Medical Students to Surgery. Journal of Surgical Research, 142(2), 287-294. Retrieved May 3, 2015, from http://www.sciencedirect.com/science/article/pii/S0022480407002028http://www.sciencedirect.com/science/article/pii/S0022480407002028 Schwind, C., Boehler, M., Rogers, D., Williams, R., Dunnington, G., Folse, R., & Markwell, S. (2004). Variables influencing medical student learning in the operating room. The American Journal of Surgery, 187(2), 198-200. Retrieved May 4, 2015, from http://www.sciencedirect.com/science/article/pii/S0002961003005348http://www.sciencedirect.com/science/article/pii/S0002961003005348 Lossing, A., & Groetzsch, G. (1992). A prospective controlled trial of teaching basic surgical skills with 4th year medical students. Medical Teacher, 14(1), 49-52. Retrieved May 4, 2015, from http://informahealthcare.com/doi/abs/10.3109/01421599209044015 RESULTS CONCLUSIONS A student run, preparatory, practice-based OR Crash Course is not only an effective method to help preclinical medical students gain knowledge about operating room protocols, but also provides invaluable peer insight for students prior to entering their surgical rotation A PEER-DEVELOPED AND TAUGHT, PRACTICE-BASED OPERATING ROOM (OR) CRASH COURSE FOR PRECLINICAL MEDICAL STUDENTS STARTING THEIR SURGICAL ROTATION BACKGROUND Pretest 30-minute didactic session led by fourth year medical students Peer-teachers shared insight and advice regarding their surgical rotations. Emphasis was placed on general advice on how to succeed on a surgical rotation Introduction to the Operating Room Review OR protocols Learn how to scrub, gown, and maintain sterility Posttest Retention test administered 1-day prior to surgical rotation start date Follow-up survey conducted 2-weeks into clerkship Elicit participant opinion on the efficacy of the OR Crash Course. To examine the effect of a peer developed and peer taught preparatory course, “OR Crash Course,” regarding preclinical medical student knowledge about operating room protocols. OBJECTIVE Comparison of pretest and posttest means assessing operating room protocol knowledge revealed a significant difference (p<0.0001) between pretest and posttest scores for all participants. There was no significant difference between both the pretest and posttest scores when looked at by gender. In addition, comparison of the posttest mean (88.4%) and retention test mean (82.9%) revealed no significant difference (p>0.05) in scores, indicating retention of knowledge. Overall, surveyed student opinion indicated that the OR Crash Course augmented preclinical knowledge of upcoming surgical rotations, and provided useful insights for students to apply in the operating room. 83% of students felt more prepared for their surgical rotation after taking the OR Crash Course 67% “definitely agree” that the OR Crash Course should be integrated in the formal transition period for preclinical students Figure: Mean Examination Scores for Pretest, Posttest, and Retention Test