RESULTS: A total of 40 students completed the questionnaire, 22 in the didactic cohort and 18 in the case-based cohort. A greater proportion of students undergoing the case-based curriculum felt that their educational sessions were time well spent (67% versus 18%, P5.004) and that they were of greater quality than the curricula of other clerkships (44% versus 0%, P5.002). No differences were iden- tified between career interest or perception of faculty engagement in student learning. There were no differences between cohorts in shelf examination scores, time spent in preparation, or subjective readiness for the examination. DISCUSSION: Medical students reported greater satisfaction with single-facilitator, case-based learning over traditional lecture-based curriculum in the Obstetrics and Gynecology clerkship. Although no differences were noted between interest in the field or performance on national standardized examinations, positive experiences during their clerkship may lead to enhanced engagement with the content, perceptions of the specialty, and care for patients with obstetric or gynecologic diagnoses. Financial Disclosure: The authors did not report any potential conflicts of interest. SUGAR in OB/Gyn: A Multi-Institutional Collaboration to Develop Cases for Simulation Use for Global Away Rotations (SUGAR) Mary Rysavy, MD University of Wisconsin Madison Sabrina Butteris, MD, FAAP, Michael Pitt, MD, FAAP, and Cynthie Anderson, MD, MPH BACKGROUND: Simulation Use for Global Away Rotations (SUGAR) is an open source curriculum initially developed by a collaborative of pediatricians to allow residents to experience and debrief common practical and emotional challenges of working in resource-limited settings. The original curriculum included eight pediatric simulation cases with facilitators trained at more than 80 institutions. A multi-disciplinary group was formed to harness the principals of the SUGAR curriculum to provide simulation training for residents in specialties beyond pediatrics. METHODS: OB/Gyn collaborators were trained to facilitate SUGAR cases. New OB-Gyn simulation cases were developed, formatted, and piloted with multi-disciplinary groups of residents at our academic institution over a 3-year period. RESULTS: Three new OB/Gyn SUGAR cases were developed and piloted with the goal of allowing residents to experience and debrief common medical management and emotional complexities faced in resource-limited settings. The following medical topics are addressed: obstructed labor, postpartum hemorrhage, eclampsia, female genital cutting. The following negative emotional experiences/adaptive char- acteristics are addressed: frustration/adaptability, floundering/aware- ness of resources, failure/adjustment and humility. Facilitator and resident feedback is under evaluation. Collaborators agreed that the content would be made available for free for use in global health education on the training website http://sugarprep.org/. DISCUSSION: By creating, piloting, and open-sourcing simulation cases in OB/Gyn, the SUGAR curriculum can be expanded to fill a need of global health educators in OB/Gyn. SUGAR simulations hold promise to expand resident preparation for international electives in resource-limited settings. Financial Disclosure: The authors did not report any potential conflicts of interest. Sustainable Global Health Education in Obstetrics & Gynecology: Meeting the Administrative Demands Chadburn Ray, MD Medical College of Georgia at Augusta University Daron Ferris, MD, and Kelli Braun, MD BACKGROUND: While resident interest in global health education has increased, the administrative demands of providing a meaningful and safe international experience have also grown. In 2012, the Department of OBGYN at the Medical College of Georgia (MCG) established a global women’s health program, including an international rotation. METHODS: After constructing a program outline, identifying stake- holders, establishing educational goals and objectives, and determining available resources, an educational program in global women’s health was developed. Barriers related to finance, educational structure, and personal/professional liabilities were resolved. ACGME requirements were reviewed, including: 1) supervision; 2) establishment of competency-based goals and objectives; and 3) evaluation. A program letter of agreement was signed with the international practice site. RESULTS: Since program inception, 88% of eligible residents (16 of 18) have completed the educational modules and international rotation, averaging 4 weeks abroad. Educational goals and objectives are based on epidemiology related to global health and disease-specific clinical practice. Residents complete online modules and participate in weekly departmental conferences via videoconference. Residents log procedural data and duty hours while abroad. A competency-based evaluation is completed by the supervising physician. The average cost per resident for travel, insurance, and housing is $2,416, paid by the department. The supervising physician is compensated by the depart- ment. MCG pays resident salary and benefits while abroad. DISCUSSION: As popularity for global health education has grown, the administrative requirements have become prescriptive to ensure a meaningful educational experience. Financial Disclosure: The authors did not report any potential conflicts of interest. Teaching the Unteachable: Educating Obstetrics and Gynecology Residents About the Patient Experience of Stillbirth Emily Fay, MD University of Washington Michael Gravett, MD, Sarah Alexander, and Alyssa Stephenson-Famy, MD BACKGROUND: Annually, approximately 24,000 fetuses in the United States are stillborn, and parents often feel alone in their grief. Obstetric providers may not be adequately trained to manage the medical and emotional aspects of stillbirth; therefore, we implemented a didactic for OB/GYN residents to address this need. METHODS: A 2-hour resident didactic including an overview of medical management and a panel of patients and families who had experienced stillbirth was offered in 2013 and 2015. Prior to each session, OB/GYN residents received an electronic 26-question survey about previous training and comfort with caring for patients with stillbirth. Following the didactic, residents were sent a follow-up survey to evaluate and reflect on the content. RESULTS: Of 47 residents, 41 responded to the pre-didactic survey (85%). Residents disagreed that the management of stillbirth was adequately covered in medical school (100%) or residency (90%). Forty-one percent agreed that they were unsure of how much personal emotion to express to patients. In qualitative comments following the session, residents felt more comfortable and confident caring for these patients throughout their experience. Residents felt that the session was “incredibly important,”“powerful and memorable,”“hard to attend- .so much emotion, so many memories of so many patients.” DISCUSSION: Our experience suggests that residents feel unpre- pared to medically and emotionally care for families with stillbirth. Incorporating a didactic on stillbirth that includes a patient panel can improve resident knowledge and comfort. Financial Disclosure: The authors did not report any potential conflicts of interest. The Decline in Attitudes Toward Physician–Nurse Collaboration From Medical School to Residency Samantha Kempner, MD University of Michigan Helen Morgan, MD, Emily Kobernik, MPH, CPH, and Melissa Brackmann, MD VOL. 130, NO. 4 (SUPPLEMENT), OCTOBER 2017 ABSTRACTS 51S Copyright ª by The American College of Obstetricians and Gynecologists. Published by Wolters Kluwer Health, Inc. Unauthorized reproduction of this article is prohibited.