Clinicians use a lot of undefined medical jargon during health care encounters, which can undermine patients’ understanding, and satisfaction. Prior studies have found positive results for curricula designed to reduce the use of undefined jargon in clinical encounters. Almost all curriculum outcome studies have been limited by only short-term follow-up, and observational bias in which learners change their behavior when they know they are being observed. We report on the first known curriculum evaluation study designed to avoid these limitations by assessing learners’ plain language “habits” when not aware they are being observed. Data are currently being analyzed.