A Joint Curriculum for Surgical Skills Performance and Resident-as-Teacher Training Renata R. Urban, MD University of Washington School of Medicine, Seattle, WA Esther Fuchs, MD, Michael Fialkow, MD, Seine Chiang, MD, and Barbara Goff, MD Local Mentors: Seine Chiang, MD, and Barbara Goff, MD APGO Advisor: Nancy Hueppchen, MD, MSc PROBLEM: The simulation experience for residents at our institution does not include longitudinal teaching and assessment of surgical skills. Residents frequently teach during surgical procedures, but do not receive training nor feedback on these teaching skills. INTERVENTION: Develop simulation curriculum to improve surgi- cal skills and surgical teaching skills through structured practice, feedback and assessment of all residents, with an emphasis of senior residents as surgical teachers. CONTEXT: Needs assessment of faculty and current/graduated residents, was performed to assess perceived surgical abilities of residents, define basic surgical skills, and define relevant teaching skills needed in the operating room. The results were used to define didactic content and to create a supplemental gynecologic surgical skills video. The curriculum backbone included General Surgery videos on surgical skills. Among residents who completed pre and post surveys, 52.1% noted an improvement ($1 level of confidence) in $50% of surgical skills surveyed; 17.4% noted an improvement in all surgical skills surveyed. Nine PGY 3-4 residents completed pre and post surveys pertaining to teaching skills; five (55.6%) noted improve- ment in all teaching skills surveyed. Six of nine (66.7%) noted improve- ment in at least one teaching skill. OUTCOME/LESSONS LEARNED: Sessions resulted in improve- ments in self-perceived surgical and teaching skills. Challenges to implementation include faculty and resource availability. We plan to repeat the sessions later in the year, with PGY-2 and PGY-3 acting as teachers. A follow-up survey to query residents on their self-perceived surgical skills, and a survey to query faculty on perceived resident surgical technique will be completed. Financial Disclosure: The authors did not report any potential conflicts of interest. CAST (Cultural Awareness Through Student Theater): A Workshop to Improve Resident Communication Skills With Patients from Diverse Backgrounds Rebekah Valthaty, MD Jersey Shore University Medical Center, Robert Wood Johnson Medical School Rutgers Yen Hong Kuo, PhD, and Paul Schwartzberg, MD Local Mentor: Archana Pradhan, MD APGO Advisor: Lee Learman, MD, PhD PROBLEM: ACGME requires cultural competency training. Yet, trainees often do not receive formal training in the setting of cultural competency. We propose to apply the use of medical students as simulated patients to teach these skills. INTERVENTION: At orientation our interns participated in a work- shop involving case-based scenarios created to include culturally sensitive topics simulated by medical students. CONTEXT: Small group sessions included 5-6 interns, a faculty member, student actor and expert. Immediate feedback was given. Each intern completed a brief pre-and post- survey and a reflection essay. A checklist created using the ETHNIC model was used. Medical students and faculty attended a didactic training session, and faculty received the cases and learning objectives prior to the workshop. OUTCOME/LESSONS LEARNED: Statistically significant im- provements were noted in familiarity with cultural competency (P 5 0.0001), comfort with medical needs of patients from different cultural backgrounds (p 5 0.0016), understanding individual’s cultural back- ground can be a health determinant (p 5 0.0001), understanding how differences between cultures and personal healthcare practices can affect the perception of care (p50.001), importance of negotiating a mutually acceptable treatment plan that may differ based on the patient’s cultural background (p 5 0.0001), and understanding that it is the physician’s job to create a culturally sensitive environment (p 5 0.0001). No statistically significant differences were noted in under- standing how a patient explains/perceives illness or importance of collaboration with patient’s other health providers. These outcomes will be used to improve the case-based scenarios. Financial Disclosure: The authors did not report any potential conflicts of interest. Evaluation and Improvement of a Formative Standardized Patient Encounter on Post-Partum Fever in the Core Clerkship of Obstetrics and Gynecology Rebecca Waltner-Toews, MD University of Pittsburgh School of Medicine Heather Hohmann, MD Local Mentor: Gabriella Gosman, MD APGO Advisor: Jody Steinauer, MD BACKGROUND: Medical students need to be able to recognize post- partum endometritis, which occurs after up to 27% of cesarean births and is an important cause of preventable maternal death worldwide. We incorporated a formative standardized patient (SP) encounter, in which students evaluate a patient with postpartum fever and receive feedback. METHODS: We reviewed students’ primary and differential diagno- ses, quantitative feedback (Likert scale, 7 very useful and 1 not at all useful), and qualitative feedback. We then made changes and com- pared the new encounter with the original. RESULTS: Of 283 students, 51% listed endometritis as the most likely diagnosis and 59% listed it in the differential. Students rated the encounter as 5.8 out of 7. Based on feedback, we purchased a new pelvic model, incorporated a speculum exam, and added immediate feedback. Students rated the new encounter as 6.1, and approximately the same proportion listed endometritis appropriately in the differential. Students appreciated the in-person feedback following the new encounter. CONCLUSION: Students found an SP about post-partum fever acceptable, and they learned to identify endometritis as an important diagnosis in their differential. Financial Disclosure: The authors did not report any potential conflicts of interest. An Innovative STI Curriculum for Medical Students Alicia Wiczulis, MD Albany Medical Center Haritha Sishtla, MD, and Ashwini Javlekar Local Mentor: Mandeep Sidhu, MD APGO Advisor: Nancy Hueppchen, MD, MSc PROBLEM: Student feedback regarding the 50-minute didactic ses- sion on sexually transmitted infections (STIs) in the Ob-Gyn Clerkship was poor, and students wanted more interactive instruction methods in our curriculum. INTERVENTION: We created a new curriculum for STIs that is more interactive and appropriate for adult learners. Students begin with a self-directed assignment, where they are referred to specific resources and national guidelines to build their fund of knowledge. We replaced the previous didactic lecture with an interactive case-based session that demonstrates clinical application of the material. Small groups of students discuss four clinical vignettes: STI screening, a patient with a genital ulcer, a woman with pelvic inflammatory disease (PID), and a victim of sexual assault. To assess the effectiveness of our method, we will review student feedback on the new curriculum and student performance on the National Board of Medical Examiners subject exam for Obstetrics and Gynecology. We are also conducting a survey for fourth year students that asks how they would manage a patient with PID and a patient requesting STI screening. CONTEXT: Screening, diagnosis, and treatment of sexually trans- mitted infections (STIs) are critical areas of competency for medical 58S ABSTRACTS OBSTETRICS & GYNECOLOGY © 2019 by the American College of Obstetricians and Gynecologists. Published by Wolters Kluwer Health, Inc. Unauthorized reproduction of this article is prohibited.