Purpose: The purposes of this study were to compare the anatomy academic performance of URM with non-minority students; compare the voluntary use of 3D enhanced cadaver dissections and peer-mentoring between these two groups, and estimate the association between the use of these strategies in the grades of each group at a school of physical therapy.Methods/Description: 3D narrated dissection animation videos were available through an educational computerized platform. The times the video was accessed per student was measured. Hours attended to peer-mentoring was also measured. Each of three practical and written exams were averaged and the final grade for the course was also calculated. Descriptive statistics were calculated for all variables. Oneway ANOVA were used to compare the different grades between groups and the use of the two educational strategies. Multiple linear regressions were performed with hits and mentorship hours as predictors and grades as outcomes.Results/Outcomes: URM students practical, written, and final grade were 81.2 ± 8.9, 82.6 ± 8.9, and 81.5 ± 8.7, respectively. 3D materials were 15.8 ± 5.5/hits per student while average hours of peer-tutoring were 10.1 ± 8.7. Non-URM students’ practical, written, and final grade were 86.0 ± 6.9, 86.1 ± 6.7, and 87.3 ± 5.8, respectively. 3D materials were 18.6 ± 10.3/hits per student while average hours of peer-tutoring were 3.4 ± 4.5. URM students demonstrated significantly lower practical exam (p=0.4) and lower final grades (p=0.01), and greater use of mentorship hours (p=.001). The regression models with greater association to grades for both groups were those with both predictors; hits and peer-tutoring combined. For URM students the association between hits of 3D enhanced material and peer-tutoring to practice exam was not statistically significant (r = 0.4, p = 0.9) while the association between predictors and written exam was r = 0.1, p = 0.9, and the association with final grade was r = 0.1, p = 0.9. For Non-URM students the associations between hits of 3D enhanced material and peer-tutoring to practice exam were not statistically significant (r = 0.4, p = 0.9) while the association between predictors and written exam was r = 0.2, p = 0.5, and the association with final grade was r = 0.1, p = 0.8.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: Although these strategies have proven effective in improving student learning outcomes and grades, it appears these improvements are when such programs are mandatory. It appears when such services are voluntary students don’t utilize them enough to have an impact on grading criteria in anatomy in a physical therapy curriculum. However, even though practical and final grades were significantly higher in non-URM students, both groups earned an average of a “B” grade and this similarity could be associated to the greater amount of tutoring utilized by the URM students. The relevance of this work to physical therapy education lies in the use of strategies to enhance physical therapy curriculum to improve retention of URM students.References: 1. Ogard, William K. "Outcomes related to a multimodal human anatomy course with decreased cadaver dissection in a doctor of physical therapy curriculum." Journal of Physical Therapy Education 28.3 (2014): 21-26. 2. Youdas, James W., et al. "Perceived usefulness of reciprocal peer teaching among doctor of physical therapy students in the gross anatomy laboratory." 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