Introduction/Background Creating a new simulation curriculum is a time consuming task, often greeted by doubt from the learners due to concerns about distancing’ from the learners’ ’real-world’ experiences from that envisioned by a superior.1-4 To address these issues, a four week ’Clinic, Research and Education’ rotation for senior surgical residents was created.1,2 This rotation consists of the mandatory longitudinal clinic experiences, combined with the research and education goals most residency programs require for completion. The beta test’ of this rotation occurred a few months before it’s planned, routine implementation and is described here with a focus on the surgical simulation curriculum that was created with a focus on utilizing the AngioMentor multidisciplinary endovascular surgical simulator by Simbionex.5 Methods The rotation was created in three one-week blocks (the resident took some vacation time during this month), with weekly goals and reports established to measure progress. Daily updates, discussions and feedback were frequently given in the interim. The resident also continued required residency activities in the surgical clinic and didactic sessions during the month. Additionally, the resident assisted with other resident and student training activities in the simulation center as needed. Initially, the resident attended the inservice training on the AngioMentor device5 (which occurred prior to the rotation, incidentally). Then, the real-world’ problems/challenges requiring additional time and resources toward having this curriculum were identified, so that creation of outcomes markers for success could be identified. Subsequently, the learning objectives based off the problems/challenges were created, with a focus toward both the principles of endovascular surgery as well as the practical applications. These applications were then subdivided further into three domains: hands-on, radiologic and conceptual. These three categories were staged as such to progress the learner from simple recognition and basic manipulation of the catheters and wires, to radiologic operation of the c-arm with interpretation of the images obtained thereb and finally the conceptual steps of planning the approach and troubleshooting the entire procedure for endovascular aortic repair (EVAR), as well as iliac, superficial femoral artery (SFA) and below the knee (BTK) angioplasty. The resident then collated materials from texts and journals commonly used in the residency training and compiled information into a sequenced training manual, taking the learner from foundations in anatomy and procedural knowledge through the most recently researched aspects of endovascular procedures, with the intention to facilitate self-guided study prior to practice. Pertinent online procedural videos were also included in this phase. Prior to using the simulator, learners would engage in training on the various types of diagnostic catheters, using donated supplies from expired or clean-contaminated products. This curriculum was approved by the Medical Director for Simulation, and the General Surgery Program Director (a recently-retired vascular surgeon as luck would have it). Results: Conclusion The resulting curriculum has yet to be put into action, but already the feedback from residents aware of the work done by their colleague is very positive and they are excited to go through the process, as it was crafted by one of their own’. This rotation demonstrates one method of combining resident training requirements with experiential learning needs to overcome common barriers to curriculum development. This curriculum offers potential opportunities for outcomes research in regard to resident training, patient safety, efficiency in resident procedural cases and increased volume of hands-on’ / real-world’ surgical experience for trainees. In addition, we believe that with these experiences, the resident gains experience/satisfaction with teaching and helping development into experienced future simulation leaders.