Purpose: Physical Therapy management of wounds requires cognitive, affective and psychomotor skills, clinical reasoning and decision making, as well as ability to work collaboratively as part of a healthcare team and to communicate patient-related information clearly and concisely both verbally and in writing. While lectures promote surface learning of facts, active engagement better promotes deep understanding (Taylor & Hamdy, 2013). Access to clinical experiences that actively engage students of physical therapy directly in wound examination and management is limited. Simulation-based learning (SBL) experiences in nursing programs have been shown to be effective in promoting the development of clinical skill (Zarifsanaiey et al., 2016), as well as clinical reasoning and decision making necessary for the evaluation and treatment of wounds (Silva & Oliveira-Kumakura, 2018). The cost of high fidelity SBL can be a barrier to incorporation in academic programs. However, low fidelity SBL can replicate substantial aspects of wound examination and management in a fully interactive fashion in physical therapy integumentary and wound management courses (Groom et al., 2014). Utilization of high versus low fidelity SBL, relative to the technology level and technical features of the simulation, is not significantly associated with achievement of target learning outcomes (Groom et al., 2014). Cost effective SBL activities allow repetitive practice, which further enhances clinical skills and self-efficacy (Kiernan, 2018). The purpose of this session is to provide participants with a series of SBL experiences, including methods of assessment of student learning and performance, related to integumentary and wound management. The learning experiences utilize low cost fabricated wound models and are designed to promote development of student knowledge, clinical and non-clinical skills, clinical reasoning and decision making, ability to work collaboratively as part of a team, and to communicate patient-related information verbally and in writing. Students use wound models to practice the clinical skills associated with wound examination. Case information, including demographic, social, and medical history, contributes facilitators and barriers to wound healing that serve as “cues” to support student assessment and problem solving (Groom et al., 2014; Silva & Oliveira-Kumakura, 2018). Complexity of cases is (can be) modified by altering the case history, and students can evaluate wound progress using “partnered” wound models that illustrate various stages of wound healing(Groom et al., 2014; Silva & Oliveira-Kumakura, 2018). As an outcome of the SBL experience, students document a complete initial examination or reassessment. Faculty, in varying roles, provide tutoring that helps students to acquire knowledge, skills and attitudes (Diaz et al., 2016). Evaluation of student learning is accomplished using detailed grading rubrics. Methods and/or Description of Project: This session will utilize lecture, active participation, and discussion. We will provide a brief overview of a technique to fabricate low cost wound models and a summary SBL activities utilizing the models. Participants will engage in a brief simulation-based learning experience using sample wound models. They will work in small groups to discuss outcomes and objectives of the learning experience, and to critique a grading rubric associated with the experience. After learning about our series of simulation experiences, participants will brainstorm ideas in a think/pair/share format to enhance, expand, or modify these experiences. Results/Outcomes: Participants will be able to (1) create and implement a series of SBL activities using low cost wound models to develop student knowledge, skills, attitudes, and self-efficacy, and (2) develop grading rubrics that guide student practice and assess learning outcomes. Conclusions/Relevance to the conference theme: Charting a new course in physical therapy education requires implementation of innovative teaching techniques. These innovative strategies do not have to be expensive. Low fidelity simulation-based learning (SBL) engages large cohorts of students simultaneously and allows frequent/progressive integration to enhance knowledge, skills, attitudes, and confidence.