PD41-08 SKILL ACQUISITION AND ITS RETENTION AFTER SIMULATION-BASED PRACTICE DURING ROBOT- ASSISTED SURGERY: CAN FUNCTIONAL BRAIN STATES HELP US FORGE FORWARD? Somayeh Shaﬁei*, Thomas Fiorica, Ahmed Hussein, Youssef Ahmed, Sarah Muldoon, Khurshid Guru, Buffalo, NY INTRODUCTION AND OBJECTIVES: Patient safety is funda- mental to surgical practice and it is critical to ensure surgical training and competence. Little has been published on brain cognitive states during learning and retention of basic Robot-Assisted Surgical skills. We sought to evaluate the feasibility of utilizing a novel brain functional states to evaluate surgical competency. METHODS: 27 medical students were evaluated while per- forming four key tasks of the validated Fundamental Skills of Robot Surgery (FSRS) Curriculum and one advanced surgical module - the Hands-on Surgical Training (HoST) over six sessions, utilizing the ro- botic Surgery Simulator (RoSS). The four FSRS tasks evaluated were - Instrument Control Task, Ball Placement Task, Spatial Control II Task, Threading string through a series of hoops and 4th Arm Tissue Retraction. Tool -based metrics were assessed and recorded by RoSS. Brain states are extracted using the pairwise phase synchronization between EEG channels and are presented as functional brain networks. The functional brain networks are then quantiﬁed using network sta- tistics, and spectral density of signals for all channels (mental workload). RESULTS: The average mental workload initially increases before signiﬁcantly decreasing across sessions(Fig 1). This trend is also observed in functional brain states during the four tool-based metrics, as integration and segregation features increase at the beginning of learning and later decrease (Fig 2). We observed signiﬁcant correla- tions between brain state and tool-based metrics (RoSS), while per- forming HOST task, where brain states do not correlate. CONCLUSIONS: We report to our knowledge, the ﬁrst study that evaluates brain states during skill acquisition and learning after simulation-based training. Various brain areas are functionally activated and integrated while acquiring new skills but these interactions decrease after preliminary learning. Source of Funding: Roswell Park Alliance Foundation PD41-09 TEACHING AND EVALUATION OF BASIC URODYNAMIC SKILLS: QUEBEC UROLOGY RESIDENT EXPERIENCE Samer Shamout*, Sero Andonian, Hani Kabbara, Lysanne Campeau, Montreal, Canada INTRODUCTION AND OBJECTIVES: Recognizing the growing role of urodynamics (UDS) in advanced urology, residency programs have rapidly incorporated it into their training curriculum. However, there is no consensus on the best methods of teaching UDS application. Therefore, we aimed to determine the most appropriate teaching method with objective evaluation to enhance urodynamic skills, in order to improve quality of teaching and patient care. METHODS: Urology residents (n ¼ 20) were randomized ac- cording to postgraduate year and training institution to either review a video training module or a teaching document, on UDS, prior to an objective structured clinical examination (OSCE). Participants were given a basic questionnaire evaluating age, training level, adequacy of training, estimated UDS interpretation proﬁciency. The OSCE contained 12 UDS tracings with questions and assessing level of certainty. Two urologists independently established the correct answers. Two blinded, independent graders scored each UDS question to determine compe- tency (0¼incorrect, 1¼partially correct, 2¼correct). Certainty was scored on a scale of 0 to 4 (0 representing a guess and 4 representing 100% certainty). RESULTS: The median self-reported proﬁciency was 5 out of 10, mean total score was 13.3 of 24, and overall certainty was 27 of 48. There was signiﬁcant difference in overall competency between both groups (video: 15.1  2.08, document: 11.4  2.41, p<0.01). Also, the video training module group achieved a higher score on overall certainty (30.7  4.99 versus 22.4  10.3, p<0.05). When analyzing each diagnosis, we found that the mean score for correctly identifying proper calibration and bladder outlet obstruction was signiﬁcantly higher in the video training module group, while approaching signiﬁcance for detru- sor sphincter dyssynergia (p<0.05) respectively. Overall competency was signiﬁcantly correlated with self-reported proﬁciency (r ¼ 0.502, p<0.05), total certainty (r ¼ 0.531, p<0.05), and overall urodynamic experience (r ¼ 0.503, p<0.05). CONCLUSIONS: A urodynamic video training module improved residents UDS knowledge and interpretation skills. These ﬁndings highlight the need to incorporate multimedia teaching for UDS inter- pretation into urology curriculum. Future research should focus on curriculum standardization and optimal learning methods to improve UDS competency. Source of Funding: none PD41-10 EVALUATION OF THE FEASIBILITY OF REMOTELY MANUFACTURED LOW-COST THREE-DIMENSIONALLY PRINTED LAPAROSCOPIC TRAINERS AND COMPARISON TO STANDARD LAPAROSCOPIC TRAINERS Renai Yoon*, Zhamshid Okhunov, Benjamin Dolan, Orange, CA; Michael J. Schwartz, Paras H. Shah, Hannah Bierwiler, New Hyde Park, NY; Aldrin Joseph Gamboa, Muntinlupa, Philippines; Roberto Miano, Stefano Germani, Dario Del Fabbro, Rome, Italy; Alessio Zordani, Salvatore Micali, Modena, Italy; Kamaljot Kaler, Ralph V. Clayman, Jaime Landman, Orange, CA INTRODUCTION AND OBJECTIVES: We have previously documented the feasibility of the local three-dimensionally (3D) printed manufacture and efﬁcacy of a low cost, portable laparoscopic trainer (UCi Trainer) that utilizes an electronic tablet for video and optics. In the current study, we evaluate the feasibility of remote 3D manufacture of the UCi Trainer with commercially available “home” printers. We also compared the performance of the UCi Trainer and a standard pelvic trainer (SPT) (Karl Storz, Tuttlingen, Germany) (Richard Wolf, Vernon Hills, Illinois, USA). e810 THE JOURNAL OF UROLOGY â Vol. 197, No. 4S, Supplement, Sunday, May 14, 2017