Purpose
The Clinical Anatomy Simulation Exercise (CASE) sessions integrate hands-on, simulation-based procedural training within organ-system blocks to strengthen preclinical medical education. CASE enhances early clinical exposure during the preclinical years by reinforcing anatomical knowledge through hands-on practice, complementing basic science curricula. This study evaluates CASE's impact on students’ clinical reasoning, procedural understanding, and clinical preparedness.

Methods
First- and second-year medical students at Rutgers New Jersey Medical School participate in curriculum-integrated procedural simulation sessions that align with each organ system block. A pilot of the program for Foley catheter insertion, bag-valve mask ventilation, and cardiothoracic ultrasound was conducted during the 2024-2025 academic year, with the full program implementation adding suturing, lumbar puncture and simulated codes in 2025-2026. Each session includes small group case discussions that address relevant anatomical concepts, indications and contraindications for procedures, followed by hands-on simulation practice. Assessments include pre- and post-session knowledge quizzes, Likert-scale confidence surveys, and qualitative feedback.

Results
Preliminary retrospective analyses from the pilot sessions demonstrate improved post-session quiz performance, increased procedural confidence, and high perceived value for integrating anatomy into clinical contexts. Prospective data collection is underway, with responses expected from approximately 360 students. Quantitative analyses will evaluate changes in knowledge and confidence; qualitative analyses will highlight recurring themes in student feedback.

Conclusions
The CASE initiative offers a scalable model for integrating hands-on simulation into preclinical curricula and aligns experiential learning theory and national procedural training recommendations with basic science content.