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Optimising teaching techniques when introducing learners to new skills such as ultrasound guided peripheral IV insertion (UGPIV) is essential due to the time and resource intense nature of skills learning. The testing effect has been demonstrated to be effective in improving learner retention, however there is little research evaluating the testing effect on the acquisition of technical skills in medicine. This study aims to determine whether test-enhanced learning improves learner performance of UGPIV.  Methods:  A prospective randomized control trial is ongoing with medical students on rotation at Sunnybrook Health Sciences Centre. Participants are randomized to one of two study groups, the control group (CG) and the test-enhanced learning group (TEG). Each group receives a teaching session lasting 1.5 hours surrounding ultrasound guidance for peripheral IV insertion. The TEG receives a formal evaluation of the skill during the last 15 minutes of that session, whereas the CG has continued practice time. Subjects in both groups are being evaluated two weeks later to compare skill performance using an objective structured assessment of technical skills.  Results:  Data collection is ongoing and is expected to be completed with an recruitment of 40 by March 31 st .  Conclusion:  Given the importance and resource intensive nature of technical skill training it is important to have an understanding of the most efficient ways to teach new techniques. The results from this study will help provide evidence on the testing effect as a method of improving competency and retention for ultrasound guided procedures.

P121: Does test-enhanced learning improve success rates of ultrasound-guided peripheral intravenous insertion? A randomized-controlled trial