Purpose: The purpose of this presentation is to describe the application of, and outcomes following, an innovative case-based master class clinical simulation model to promote increased PT student academic and clinical readiness while facilitating resiliency.Methods/Description: The master class (MC) format models music pedagogy in which the instructor teaches one student in front a small group of peers. Case-based learning (CBL) improves knowledge, clinical reasoning, enthusiasm for learning, critical thinking and problem-solving, student collaboration, cultural sensitivity, understanding the multiple aspects of patient care, consideration of psychosocial, ethical, legal, and economic issues, and independence while promoting clinical application of material. Simulation experiences in health profession education typically include standardized patients, high fidelity mannequins, and mock clinics with students as patients. This study integrated the MC format with CBL and simulation in three orthopedic courses in an entry-level DPT program. For each case-based simulation, one student assumed the role of PT while the instructor assumed the role of the patient. The SPT performed simulated patient management in front of 12 peers for approximately 45 minutes with multiple groups running simultaneously. Peer observers served as clinical instructors to provide feedback and offer consultation. Faculty continuously transitioned between the roles of instructor and patient to facilitate learning, and large group reflections followed MC sessions to ensure consistency.Results/Outcomes: Respondents reported that MC case simulations with peer observation helped to integrate and apply relevant content, learn orthopedic examination and treatment, and practice diagnostic reasoning and effective communication strategies in an applied environment. The instructor in the role of patient was perceived as beneficial, and preparation was improved for both academic assessments and treatment on clinical internships. Qualitative feedback from instructors supported this novel format for increased student-faculty interaction, increased depth of student performance assessment, lower risk, and a more realistic clinical environment compared to traditional simulation experiences.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: The dual pedagogical innovations of 1) applying the case-based master class format to DPT training and 2) structuring simulation using instructors as patients, merge to create a unique instructional design. Implementation was reasonable without significant curricular revision, reinforced the authenticity of the patient presentation in a clinical environment, and promoted resiliency by perform in front of peers and instructors. Future studies may explore MC linkage to clinical experience assessment outcomes or application in other course tracks or health professions. PT educators are positioned as leaders to innovate in health professional training, with this model demonstrating promise for increased success in the academic and clinical environments.References: 1. Duffield C. A Master Class for Nursing Unit Managers: An Australian Example. Journal of Nursing Management 2005;13:68-73. 2. Lurie S. Master Class. JAMA. 1999;282:9-10. 3. Miller G. Observation leads to improved clinical skill as long as the difference between error and no error is identified. University of Florida 2010; Doctoral Dissertation p-107. 4. Trommelen RD, Karpinski A, Chauvin S. Impact of Case-Based Learning and Reflection on Clinical Reasoning and Reflection Abilities in Physical Therapist Students. Journal of Physical Therapy Education. Vol 31(1); 2017. 5. M. Terry Loghmani, MT, Bayliss AJ, Strunk V, Altenburger P. An Integrative, Longitudinal Case-Based Learning Model as a Curriculum Strategy to Enhance Teaching and Learning. Journal of Physical Therapy Education. Vol 25(2); 2011. 6. Mori B, Carnahan H, Herold J. Use of Simulation Learning Experiences in Physical Therapy Entry-to-Practice Curricula: A Systematic Review. Physiotherapy Canada 67(2);194–202, 2015.