P525: Exploring the Influence of Genetic Literacy on Research Participation Among Underrepresented Populations

was supporting peers (n=20), enhancing genetic knowledge (n=17), curiosity (n=15), followed by a plan to pursue future clinical genetics training (n=4).Majority of the students agreed or strongly agreed that the sessions helped consolidate materials learnt in the formal curriculum, enhanced their understanding of the clinical applications of genetics as related to the unit, gave them the opportunity to discuss concepts related to clinical genetics beyond what is required for the summative exam and found student led presentations valuable to their learning.Thematic analysis demonstrated that students found peer/near-peer led presentations in clinical genetics valuable given their shared understanding of current knowledge.Suggestions for improvement: scheduling presentations on days where mandatory attendance is required for the students to enhance turnout, better time management, and interactive activities such as analyzing genetic test results.Conclusion: Few other institutions offer distinction or concentration pathways for preclerkship students, with most having a robust genetics division/ department.This study shows that a DCG program is feasible and important to provide in a medically underserved region.This was possible with the support of collaborative efforts of a multidisciplinary team of medical educators and by leveraging peers as educators.Review of other distinction curricula shows similar inclusion of clinical activities and/ or research requirements.In this model, incorporating peer/near peer presentations in the design of the program was successful in enhancing the student-body's exposure to genetics in the preclerkship.This model could be used as a blueprint for other medical educators when designing a distinction program in genetics.