Introduction/Background Following a performance audit of lumbar punctures (LPs) at an academic Level 4 Neonatal Intensive Care Unit (NICU) several areas of concern were identified. To address deficiencies associated with procedural skills and documentation, we developed a novel simulation-based curriculum. The purpose of this study was to evaluate preliminary impact of this intervention. Methods Skill assessment: The first step is to objectively assess learner’s baseline skills and competence. A trained rater uses a validated LP rubric while observing learners performing a LP on a neonatal task trainer prior to the training session. Knowledge assessment: Learners complete an 11-item multiple choice quiz covering anatomy, procedural indications, cell counts, needle positioning, and potential complications. Self-perceived skill: Learners complete a pre-module assessment to evaluate comfort, attitude and self-perceived psychomotor skills. Documentation: Review of procedures for obtaining informed consent and emphasis on proper documentation are reviewed. Formal education session: The learners next complete a training session. The didactic portion of the intervention consists of a 20 minute PowerPoint lecture. The remaining portion of the session allows learners to practice supervised LPs on neonatal task trainers with 2:1 pairing of learner with faculty instructor. Knowledge assessment: The final 10 minutes of the educational session is devoted to a post-quiz that parallels the pre-module assessment. These assessments are graded and reviewed with the learners. Self-perceived skill: Learners complete a post-module questionnaire to evaluate comfort, attitude and self-perceived psychomotor skills in regard to their own self-assessment of skill. Skill assessment: Raters reassess the learners’ abilities to perform a LP on task trainers utilizing the LP assessment rubric. Evaluation of Impact: In a pre-post design, we captured a variety of measures used to evaluate the impact of curriculum for pediatric residents (N = 28). Knowledge was assessed using a quiz (11 points), while self-rated surveys were used to capture learner self-efficacy, rated as 1= needs further instruction through 3 = clearly technically superior. LP procedural skills were assessed by live observation in a simulated setting using a modified OSATS tool for neonatal LP (Iyer et al, 2012), rated as 1 = needing further instruction through 3 = demonstrating mastery of the skill. Pre-post comparison of quiz scores was performed using paired student t-test, while differences in performance ratings were analyzed using a many-facet Rasch model. Results: Conclusion Preliminary evaluation of impact of the curriculum on learners’ procedural knowledge and skills were favorable. For procedural knowledge, the mean quiz score improved from 7.46/11 to 9.64/11, t(27) = 8.30, p < .001. For procedural skill, there was significant improvement between the pre- (M = 1.17) and post-intervention (M = 2.14) overall OSATS scores, X2(1, N = 28) = 167.5, p = .001. There were significant improvements in several specific areas, including positioning, analgesia, lab management, sterile field. The area that had the largest post-intervention score improvement was sterile field management (∆= 0.92, p < .001). The highest scores were associated with CSF return (post-score=3.0, N=28) and laboratory management (post-score =3.0, N=28). There was a difference in proficiency across learners who perceived themselves as excellent (mean overall OSATS score = 2.7) and those perceiving themselves as lacking (mean overall OSTATS score = 2.0), X2(3, N = 4) = 26.5, p < .001. This intervention seemed to positively impact learners’ knowledge, LP performance, and self-efficacy in a simulated setting. While effects seem favorable, further analysis is needed. Evaluation of the task-trainer to replicate live LPs is needed.