The simulation testing process is helpful for students to test their knowledge of material ( Dobson, 2013), familiarize themselves with the exam format, and become acquainted with the high‐stress environment associated with test‐day. Although many schools conduct similar mock‐exams ( Nwachukwu et al, 2015; McNulty et al, 2015), there is no literature to date standardizing how this should be performed or to provide evidence supporting the exam’s unique benefits to students who take it or organize it. This abstract demonstrates an effective model for implementation of the mocktical (mock‐practical) exam and its perceived benefits.During the foundational anatomical course for first‐year medical students at Oakland University William Beaumont School of Medicine, students demonstrate their anatomy knowledge on four exams, each including written and laboratory components. Three first‐year students, designated as pod leaders (PLs), volunteer to organize and lead a mocktical the week prior to the actual exam. PLs are responsible for organizing a third of the mocktical and can take the remaining two‐thirds without advantage, so they start by splitting the 24 dissection tables into three pods. To generate well‐rounded test questions and tags, PLs delegate two categories to each table based on class material and dissection quality. Students may submit structures and the designated PL will prepare questions, or they may submit a structure and question together. The morning of the mocktical, anatomy course directors and PLs review all tags and questions.Question categories include structures from cadavers, osteology, imaging, and histology. During the mocktical, students from each table take the exam in group format to simplify the movement of roughly 125 students through the lab. Nonetheless, each student takes the exam individually, maintaining silence, and each table will have no more than two questions. A timer is set for every 60 seconds to indicate that students should rotate, resulting in each group switching to the next table every two minutes. Total exam time is approximately 48 minutes. Upon completion, PLs display answer keys on in‐lab computers, and students are free to review and collaboratively discuss. Faculty are available for the next hour to answer questions and review topics of confusion. It should be noted that mockticals are in no way mandatory, yet we have observed nearly 99% participation, supporting the value of this process.