presentations pertaining to organ systems or dissections during specified anatomy blocks. Submissions were selected by a group of peer leaders based on clinical relevance and quality. Accepted au- thors gave a preview of their lecture, for an additional selection bar- rier and a forum for feedback. Sessions were open to first-year students and ran for 1.5 hours. After each session, students and pre- senters were sent separate 10-question online surveys regarding the value gained from the lecture series. RESULTS: Eight student-given lectures were performed. Thirty- one survey responses from 23 individuals were obtained. Ninety percent of respondents stated that the sessions helped them to bet- ter understand anatomy’s clinical relevance, and 94% stated that their interest in anatomy increased due to the lecture. Overall, 94% of first-year students felt that student-led sessions can effec- tively augment pre-clinical classes and supported increased stu- dent-led teaching. CONCLUSIONS: Student-led clinical anatomy sessions improve student satisfaction and motivation toward anatomy. This may lead to better preparation for clinical clerkships, particularly surgery. Development of a Fresh Cadaver Model for Instruction of Ultrasound-Guided Breast Biopsy During the Surgery Clerkship: Pre- and Post-Test Results Among Third Year Medical Students Hilary C McCrary, MPH, Jonida Krate, Christine Savilo, Hang Ho, Rebecca K Viscusi, MD, Michele L Ley, MD, FACS, William Adamas-Rappaport, MD University of Arizona College of Medicine-Tucson, Tucson, AZ INTRODUCTION: Ultrasound-guided breast biopsy and aspira- tion (USGBBA) is an essential clinic-based skill used in the man- agement of breast disease. Limited exposure to technical procedures is often encountered by medical students today. We investigated the utility of a fresh cadaver model (FCM) to teach third year medical students USGBBA of palpable breast lesions. METHODS: The FCM was created by implanting glove tips, filled with water or yogurt, into the breast tissue to create a palpable mass. Forty-one surgery clerkship students naı ¨ve to ultrasonogra- phy were pre-tested on their ability to perform USGBBA on palpable lesions. Evaluation was based on a 10-item checklist created by 3 experienced breast surgeons. Post-testing was per- formed at 3 weeks. Differences between the pre- and post-assess- ment scores were analyzed for each of the 10 steps using McNemar’s test, and a paired 2-sample t-test compared the total average score of each group. RESULTS: McNemar’s test revealed that 8 of 10 questions were significantly different between pre- and post-testing (Table). A paired 2-sample t-test revealed the pre-assessment group had a mean of 2.44 with a standard deviation of 2.10, and the post- assessment group had a mean of 7.10 with a standard deviation of 1.50 (p<0.001). CONCLUSIONS: Lack of technical skill acquisition during med- ical school has led to the INTRODUCTION of simulation models aimed at obtaining competency prior to direct patient interaction. Initial results show that use of an FCM for instruc- tion in USGBBA is a viable method. Further investigation is war- ranted in the initiation of this model for newly arrived surgery interns. Effect of Visuospatial Training on Surgical Skill Acquisition Marie-Christine Wright, JD, Carolyn B Drake, Nuha Alsaleh, FRCSC, James R Korndorffer Jr., MD, MHPE, FACS Tulane University School of Medicine, New Orleans, LA INTRODUCTION: Visuospatial ability (VSA) has been shown in some studies to correlate with surgical skills; however, potential benefits of training in VSA have not been evaluated. We hypothe- sized that such training will improve acquisition of surgical skill. METHODS: Twenty-three subjects with no previous open or lapa- roscopic surgery experience participated. Baseline VSA was assessed by written tests and surgical skill assessed through single attempts of Fundamentals of Laparoscopic Surgery (FLS) peg transfer, FLS precision cutting, and an open bowel anastomosis task. Subjects Questions/procedures tested Pre-test correctly answered (%) Post-test correctly answered (%) p Value Significance 1. Is the proper ultrasound probe selected? 4/41 (10) 17/41 (41) p<0.001 Significant 2. Is the lesion identified by ultrasound? 18/41 (44) 41/41 (100) p<0.001 Significant 3. Is the adjusted ultrasound image set to the optimized image? 5/41 (12) 7/41 (17) p¼0.317 Not significant 4. Is the lesion correctly charac- terized (cystic vs solid)? 11/41 (27) 41/41 (100) p<0.001 Significant 5. Is the proper gauge of needle selected? 3/41 (7) 18/41 (44) p<0.001 Significant 6. Is the needle inserted at the appropriate angle distance from the transducer? 5/41 (12) 30/41 (73) p<0.001 Significant 7. Is the needle tip visualized through the procedure? 3/41 (7) 26/41 (63) p<0.001 Significant 8. Is aspiration conducted while advancing needle tip to the lesion? 0/41 (0) 29/41 (71) p<0.001 Significant 9. Is the needle tip advanced into the lesion? 10/41 (24) 41/41 (100) p<0.001 Significant 10. Is the student avoiding penetrating the chest wall? (Note: Step/question 10 had a denominator of 0 for the chi-square calculation 41/41 (100) 41/41 (100) – Not significant S50 Scientific Forum Abstracts J Am Coll Surg