OBJECTIVES/GOALS: Young women (18 – 45 years of age) with breast cancer have complex medical and psychosocial needs. Educational materials are often used as tools in patient-centered communication. However, these materials disseminate complex health information in print-heavy formats and can be difficult to understand for women with varying health literacy levels. METHODS/STUDY POPULATION: In the first phase of this study, the principal investigator (PI) will recruit 40 diverse women to participate in four focus groups (FG) to explore the perceived usefulness of the most frequently used cancer educational materials. The PI will also obtain demographics and heath literacy levels of the FG participants using the Newest Vital Sign. In the second phase, the PI will assess the literacy demands of the ten most frequently used cancer educational print materials and five most frequently used websites described by the FG participants. The perceptions of the usefulness of materials and the literacy demands will then be used to appraise the effectiveness of materials within patient-centered cancer communication. RESULTS/ANTICIPATED RESULTS: Results from this study will provide a patient-centered blueprint that will be used to design more effective educational materials that treatment centers can incorporate into their patient-centered cancer communication process. The next step of this research will be to determine providers’ perceptions of cancer education materials used to exchange information within the patient-centered communication process. This will complement the patient findings and inform the development of the provider aspect of a communication intervention centered on designing educational materials for women with various health literacy levels within the patient-centered cancer communication process. DISCUSSION/SIGNIFICANCE OF IMPACT: Detecting the usefulness of cancer educational materials, as perceived by young women with breast cancer, is foundational to developing communication interventions that improve cancer outcomes. This study will identify how materials can be improved in the critical informational-exchange component of the patient-communication process.

OBJECTIVES/GOALS: The University of Rochester CTSI Research Education Hub is designed to: 1) connect the local research community with essential internal and external educational resources; 2) create a community of inquiry and collaboration across the translational science workforce pipeline within the university. METHODS/STUDY POPULATION: The Research Education Hub (RE-Hub) utilizes the university’s widely used Learning Management System (LMS), Blackboard, and accessible to anyone at the university with a BlackBoard account. The RE-Hub greets users with an overview, an introduction of key local faculty experts in relevant research methodologies, and links to institutional research programs and helpdesks. Users are provided with curated educational resources organized by topic areas including, but not limited to, research methodology, statistical analysis, and grantsmanship. Discussion boards were created for users to ask general research questions and to connect with others in the translational research community. RESULTS/ANTICIPATED RESULTS: The RE-Hub was designed in Fall 2019 with the purpose of increasing utilization of university resources, including workshops, seminars, methods forums and consultation resources to improve translational science at the university. The RE-Hub was designed to be flexible and responsive to the changing needs of the local research community. User feedback will be used to identify improvements in the organization and content of the RE-Hub. Future improvements will include additional topic areas that span translational competencies, additional materials added to existing topic areas, and facilitation of better collaboration and integration of career development programs and grantsmanship resources. DISCUSSION/SIGNIFICANCE OF IMPACT: The Research Education Hub provides the University of Rochester translational science research community with a space to explore educational resources, to interact with colleagues and ask research related questions, and to help develop and/or improve other educational programs at the university.

OBJECTIVES/GOALS: (1) Determine nurse (age, education level, years of experience, ID education/training, contact with people with ID, communication apprehension, beliefs about patient quality of life), and nursing unit (teamwork, staffing and resources, person-centered care) characteristics that are associated with and predictive of nurses’ attitudes, positive emotions, and negative emotions toward caring for adults with ID. (2) Explore nurses’ perspectives of perceived barriers and facilitators to providing nursing care to hospitalized persons with ID and medical comorbidity, and how nursing care differs when caring for a person with ID. METHODS/STUDY POPULATION: This mixed methods nested analysis will employ an internet survey of medical-surgical registered nurses to collect nurses’ attitudes and emotions toward caring for hospitalized persons with ID and medical comorbidity, nurse characteristics, and nursing unit characteristics. We intend to recruit 150 medical surgical nurses currently practicing in the United States via email invitation to the membership of the Academy of Medical Surgical Nurses. Purposeful maximum variation sampling will be used to invite a subset of respondents for qualitative, semi-structured telephone interviews to elicit barriers and facilitators to nursing care of persons with ID and how nursing care differs when caring for persons with ID. RESULTS/ANTICIPATED RESULTS: We hypothesize that lower nurse education level, fewer years of experience, less ID education/training, lower amount of contact with people with ID, increased communication apprehension, and lower beliefs about the quality of life of persons with ID will be associated with negative nurse attitudes and emotions toward caring for people with ID. Further, we hypothesize that lower levels of nursing unit teamwork, staffing and resources, and person-centered care practices will be associated with negative nurse attitudes and emotions toward caring for people with ID. DISCUSSION/SIGNIFICANCE OF IMPACT: The proposed research is an important first step in determining potential nurse and nursing unit factors influencing nurses’ attitudes toward caring for people with ID. It will lead to targeted interventions to enhance nursing care quality and reduce hospital-associated healthcare disparities among people hospitalized with intellectual disabilities and medical comorbidities.

OBJECTIVES/GOALS:

• Develop strong network of science teachers interested in promoting scientific research to their students.

• Place students in an immersive summer research internship that, when possible, matches their career interests.

• Expose students to the numerous career paths within the STEM field.

METHODS/STUDY POPULATION:

• The program recruits socio-economically disadvantaged students and provides them a stipend, and also accepts students who can participate unpaid.

• Local school teachers are engaged in a summer fellowship to learn biotechnologies and research. In Spring these teachers help recruit students and during the subsequent Fall help students with college and scholarship applications.

• Students are placed in a variety of laboratories within the Schools of Medicine, Science, Dentistry, Public Health, Informatics, Health and Human Sciences, Engineering and Technology, especially in biomedical engineering. Students are also placed in industry laboratories such as Eli Lilly and the Indiana Bioscience Research Institute.

• Long-term program follow-up is done through post-internship surveys to assess impact on graduate and professional school admission.

RESULTS/ANTICIPATED RESULTS:

• Since the Indiana CTSI was established in 2008, 872 students have participated in the summer internship.

• 71% of past interns are underrepresented minorities in science or classified as disadvantaged by NIH criteria.

• 17% of students interned during grade 10, 72% during grade 11, and 11% during grade 12.

• 21% of students engage in the program for more than one year.

• 100% of past interns are currently enrolled in or have graduated college.

• Over 60% of those with a bachelors degree proceed to graduate and professional schools and over 80% stay in STEM related fields. These rates are equal for interns from underrepresented minorities or those classified as disadvantaged by NIH criteria.

DISCUSSION/SIGNIFICANCE OF IMPACT:

• Students engaged in the Indiana CTSI STEM program are progressing through the translational science pipeline based on their graduating from college and remaining in the STEM field.

OBJECTIVES/GOALS: Coordinating research studies is multifaceted and requires a foundational level of research knowledge, skills and abilities in order to contribute to high-quality, ethical research projects that adhere to local and federal regulations as well as Good Clinical Practice. Oftentimes, coordinators who are new to research or new to an institution have trouble navigating the research landscape. Departments within the University of Minnesota have limited resources to devote to developing robust training programs above and beyond protocol or department-specific training. Therefore, UMN’s CTSI created a comprehensive training and support program for research professionals at the University of Minnesota. METHODS/STUDY POPULATION: CTSI employs several strategies to provide a comprehensive training program for the University of Minnesota Research Workforce. The offerings are based on the The Joint Task Force for Clinical Trial Competency (JTF). In addition to training programs, valuable resources, materials, and connections are provided to trainees.

• An Onboarding process for new coordinators that includes a welcome email upon hire that provides resources as well an opportunity to meet face-to-face to get their questions answered about where to start with research training.

• Foundations for Research professionals, two week (20 hour) training program, provides a foundational level of knowledge to new coordinators via in-person and online training modules.

• Informed Consent 1 & 2 provides in-person training on the informed consent including the process, documentation, and ethical issues around consenting vulnerable populations.

• Over 40 on-line research training modules that coordinators can take at anytime.

• An active list serv that connects >600 research professionals with training updates and opportunities.

• Bi-weekly seminar series that provides a forum to share current regulations, best practices, resources, and guidelines pertaining to clinical research at the University.

• An online training “Roadmap” tool that customizes individual research training plans, and includes an inventory of training available.

RESULTS/ANTICIPATED RESULTS:

• 218 research professionals participated in our Foundations blended training program with 191 completing (88% completion rate) the entire training. A comprehensive assessment based on national competencies is completed by all participants at Baseline and Post training. Baseline scores average at 75% and Post scores average at 82% (7% increase). Satisfaction is measured and participants are overall satisfied with the training, 4 out of 5 on a Likert Scale.

• 353 research professionals have participated in our Informed Consent Session 1 & 2 in-person training. Satisfaction is measured and participants are overall satisfied with the training, 4.5 out of 5 on a Likert Scale.

• Over 190 research professionals have utilized our research on-line training modules.

• Training participants have been from 27 different departments across the University.

• The Clinical Research Professional Development Seminar Series has offered over 87 seminars with 4907 total attendees. These seminars are offered in-person and live stream.

DISCUSSION/SIGNIFICANCE OF IMPACT: Establishing a comprehensive training program at the University has streamlined the training that research professionals receive across departments. It also ensures that all coordinators have access to research training, a network of other research professionals, resources, and continuing education opportunities.

OBJECTIVES/GOALS: “Cure Quest” is an adventure quest game about the process of new drug discovery and development. The player explores a magical island in search of a cure for a mysterious illness, traveling through different lands based on the stages of the drug discovery pipeline. Along the way, they must solve puzzles, decipher clues, and enlist the help of a ‘team science’ group of collaborators. The game uses a fantastical setting and engaging story to communicate the topic through metaphorical representations, instilling a sense of wonderment in the learning process. Real-world science is embedded into fictionalized lands such as the Labyrinth of Target Identification, the Forest of Small Molecule Discovery, the Tree of Biostatistics, the Mountains of FDA Approval and the Desert of Funding. The project represents a novel application of game-based learning to a complex topic not typically addressed through games. The process of designing and developing the game itself uncovers strong parallels between the interdisciplinary game design process and the interdisciplinary team science process. The objective of the game is to communicate high-level concepts of the drug discovery and development process, starting with the principles of ethical research and the motivations behind medical discovery, through the development of a new drug and finally to FDA approval. The goal is to improve understanding of clinical translational science among the different disciplines involved, and to raise overall awareness of the drug discovery process. METHODS/STUDY POPULATION: The game is being developed through a collaboration between faculty and students at ISMMS and the Games and Simulation Arts and Science Program at Rensselaer Polytechnic Institute. The first target audience is 2nd-3rd year medical students, with the future goal of adapting the game to a broader population. The game design is informed by specific learning outcomes, input from players in the target population and an ongoing iterative design process. The game is designed for mobile devices (iOS and Android), with an emphasis on narrative, exploration, and puzzle solving. Future evaluation will be performed through a quasi-experimental design comparing standard lectures with the game on a drug discovery. RESULTS/ANTICIPATED RESULTS: The game is currently in development, but the project has yielded insight into the design process for serious games in medicine. We found that for a game of this type it is essential not just to have both designers and subject matter experts, but to enable cross-pollination of modes of thinking. Through multiple design iterations and focus groups, we found that a game design approach rooted in narrative and allegorical abstraction would have a better ability to engage the target audience than one focused only on realistic simulation. When complete, we anticipate that the game will improve understanding of the core concepts in drug discovery. CureQuest is designed as an episodic game, following the sequence of stages in the drug discovery and development process. In this version of the game, we demonstrate five of the initial episodes: The City of Discovery of Unmet Medical Need; The Labyrinth of Target Identification; the Aquarium of Transgenic Phenotype Expression; the Rival Researcher Gang Quiz Battle; and the Desert of Funding. DISCUSSION/SIGNIFICANCE OF IMPACT: If successful, the game-based learning approach can help fill key gaps in current formal medical and scientific training, as well as gaps in understanding among the general public. The design process serves as an informative model of evolving collaborative team science.

OBJECTIVES/GOALS:

• 1. Assess the institutional and individual training needs and gaps in the conduct of human research for PIs at the University of Minnesota.

• 2. Define the training program’s learning objectives.

• 3. Develop and implement an in-person training session that addresses the gaps.

METHODS/STUDY POPULATION:

• Establish a planning committee

• Identify required and optional training that is already available for PIs, then determine gaps

• Understand research training needs based on conversations with departmental and human research protection program leaders.

• Develop learning objectives and curriculum based on Federal and Local regulations, guidelines, and policies.

• Establish a feedback loop regarding research compliance with the HRPP, to assess trends and ensure continuous improvement.

• Evaluate the training program’s participants using confidence and satisfaction measures.

RESULTS/ANTICIPATED RESULTS: Developed and piloted a 90-minute in-person training program entitled “PI Primer” with the goals of:

• Increasing awareness and knowledge of the role and responsibilities of the Principal Investigator (PIs) according to the International Harmonization for Good Clinical Practice (ICH-GCP), Federal Regulations (FDA, DHHS, ect.), and University of Minnesota Policies.

• Identifying root causes for receiving an FDA 483 (inspection findings).

• Addressing and preventing common inspection findings (CAPA).

• Describe individual and institutional conflict of interest (COI), and identify the key steps necessary to manage COIs.

DISCUSSION/SIGNIFICANCE OF IMPACT: OHRP’s guidance on the “Responsibilities of Investigators” states that it is the Institution’s responsibility to provide human research training on a wide variety of topics to ensure the ethical conduct of research and protection of participants. PI Primer provides an in-person forum for investigators to build upon required responsible conduct of research and good clinical practice training to be able to apply the role and responsibilities of a PI to their own research. PI Primer also establishes a network of PIs in order to enhance connectivity and shared learning.

OBJECTIVES/GOALS: The Stanford CTSA Program has started to create Clinical Research Units (CRUs) with the goal to establish CRUs in all clinical departments by the end of 2020. CRUs will be responsible for managing the portfolio of projects proposed and conducted by faculty within departments. CRUs will be responsible for reviewing all clinical research studies. METHODS/STUDY POPULATION: CRUs will be an integral part of the Stanford’s research infrastructure, tasked with 5 key functions to ensure clinical research conducted by Stanford investigators: scientific merit, feasibility, funding, compliance, progress. Each CRU will review all clinical research projects proposed by investigators within the department prior to moving forward with IRB review. Studies will be evaluated annually to ensure compliance with the protocol, applicable laws and regulations, and recruitment goals. The Stanford CTSA will provide guidelines, SOPs and personnel to assist CRUs. In fall 2019, a landscape analysis of SoM clinical departments was conducted to identify:

1. 1) similar existing CRU-like systems,

2. 2) unique needs of departments/divisions for developing CRUs and

3. 3) barriers to implementation.

RESULTS/ANTICIPATED RESULTS: Challenges the pilot CRU has faced include communication and concerns regarding additional obstacles to conducting research. However, as study teams moved through the initial CRU formation, the feedback was overwhelmingly positive. Study teams were appreciative of the constructive feedback and the support for setting up studies. Results from the landscape analysis identified CRU-like systems in 5 departments and highlighted concerns regarding resources needed to implement CRUs. Based on feedback from the landscape analysis, a faculty and operational lead was identified in each clinical department to oversee CRU implementation. Facilitated by CTSA personnel, CRU leads have met quarterly since April 2019. Meetings consist of discussing expectations, sharing ideas and identifying potential roadblocks. DISCUSSION/SIGNIFICANCE OF IMPACT: CRUs will constitute a new organizational structure that consists of teams of investigators and staff to promote high quality, efficient clinical research and enhance collaborative opportunities. The CRU leadership will champion new initiatives in CTR and create pathways for investigators to access research infrastructure and resources. CONFLICT OF INTEREST DESCRIPTION: NA.

OBJECTIVES/GOALS: The goal of this project was to develop and evaluate a pilot mentor training program for clinical research professionals. This project presents an evidence- and theory-based mentoring program that has been developed, implemented, and evaluated for this group of translational research professions. METHODS/STUDY POPULATION: The curriculum for the program was designed for aspiring mentors and aligned with the topics of existing Entering Mentoring curriculum for translational workforce (Pfund, Branchaw & Handelsman, 2015). Eleven experienced CRPs participated in the pilot training program. The training was delivered in two-hour meetings over eight weeks. Qualitative e-mail interviews and a validated mentoring competency assessment (Fleming et al., 2013) and mentor role assessment (Dilmore, 2010) tool were used for process and outcome evaluation. Cases studies specific to the CRPs work environment were developed and used to facilitate discussions throughout the training. RESULTS/ANTICIPATED RESULTS: Pre- and post-training scores for mentoring competency assessment were compared across six sub-indexes. Paired t-tests showed a significant difference for the maintaining effective communication competency, p = 0.0202. Comparisons of individual items also showed positive changes in the promoting professional development competency, p = 0.0161). Qualitative assessment revealed that most mentor trainees recognized a distinction between a mentor and a supervisor or on-the-job-trainer. Furthermore, most have been informal mentors without a formal role assignment, the need for ongoing mentoring, and potential of mentoring networks. DISCUSSION/SIGNIFICANCE OF IMPACT: CRPs is a diverse group of research support professionals who may hold the roles of research study coordinators, research nurses, regulatory and compliance specialists. Tailored mentoring can provide essential infrastructure for ongoing professional development and support talent retention.

OBJECTIVES/GOALS: We focus on the following mission aligned activities centered upon optimizing the culture around inclusion, equity and diversity in the clinical and translational research faculty at UAB:

• To identify, support and promote Diversity, Equity and Inclusion (DEI) faculty award recognition and leadership program participation locally, regionally and nationally

• To identify, support and promote senior faculty representation on DEI-focused regional, national, and international scientific advisory committees of foundation, professional society and federal programs

• To identify opportunities and support the development of competitive DEI-focused foundation, professional society and federal grant applications

• To support the academic advancement, promotion and tenure among DRIVEN community

• To sponsor and convene professional development and social activities for the DRIVEN community

METHODS/STUDY POPULATION: A partnership of the Center for Clinical and Translational Science Training Academy and the Scientific Community of Outcomes Researchers (SCOR), DRIVEN is a multi-faceted solution to enhance workforce diversity by promoting individual and collective professional development, recognition, and advancement to foster an inclusive, equitable, and diverse research workforce. DRIVEN provides a platform, a community, and a common place where individuals can access resources to more easily identify opportunities aligned with their specific research goals, as well as peer and network support at every step along their professional journey. DRIVEN is uniquely aligned to assist investigators with applying for funding through NIH diversity supplements, foundation opportunities, and other national awards. RESULTS/ANTICIPATED RESULTS: DRIVEN provides networking opportunities, information, and writing support for funding opportunities. Since its inception, less than a year ago, we have seen an increase in writing groups, matched investigators with funding opportunities, and provided networking opportunities for mentors and mentees to meet and for peer mentoring to occur. The interest and momentum surrounding DRIVEN both from internal advisory groups and external advisory groups is significant and will only continue with the endorsement of UAB leadership. DRIVEN is expected to be used as a tool for the recruitment and retention of diverse faculty not only within the UAB community but across the CCTS Partner Network thus changing healthcare in the region. DISCUSSION/SIGNIFICANCE OF IMPACT: According to the NIH, research shows that diverse teams who capitalize on innovative ideas and distinct perspectives outperform less diverse teams. Not only is achieving diversity in the biomedical research workforce critical, but providing diverse researchers with access to support and community is competitive necessity.

OBJECTIVES/GOALS: We aimed to explore the students’ assessments of workload distribution by comparing personal reflective commentaries and team documents defining division of labor in a team science setting. METHODS/STUDY POPULATION: The Interprofessional Research Design course models the team science experience by bringing together MD and PhD students to write a research grant. Four teams of 13 students were tasked with both individual and team-based assignments: 1) Each week, each student reported their perception of their own and their team members’ effort over the week (totalling 100%). 2) Iterative work contracts for each team were submitted at four time-points; assigned work toward project completion totalled 100%. 3) Lastly, each student submitted a short commentary reflecting on the prior week’s team dynamics and teamwork. We retrospectively performed a mixed-methods analysis of the workload data. RESULTS/ANTICIPATED RESULTS: Group-reporting in the team contracts remained static throughout the course, often stating equal distribution of workload, whereas individual reporting was more dynamic. Of 13 students, 8 rated more than 50% of the weeks as balanced. Among some students, there was a discordance of workload distribution when comparing the group document to the individual perceptions of work performed by their teammates. Reflective writing mapped more closely to individual quantitative reports. The data also revealed within team variations, where one student may report a higher proportion of their contributions, while the rest of the team attributed that student a lower percentage of the total work. DISCUSSION/SIGNIFICANCE OF IMPACT: An important aspect of team function is workload distribution. Group-based workload discussions may be a useful framework, but does not provide insight into team dynamics, whereas individually reported workload distributions and short reflections seem to more accurately inform us on team function.

OBJECTIVES/GOALS: The aim of this project is to assess the usability and acceptance of a web-based educational resource for early career researchers. The Emerging Investigators website is designed to bring together resources, provide educational support and foster a community of early career researchers throughout the Mount Sinai Health System (MSHS). Locally designed and built, this web-based platform is developed using the principles of Community of Inquiry (COI), which considers how the design of online learning environments might best create and sustain a sense of community among learners. Developing a resource that meets the needs of this cohort of researchers requires an iterative implementation strategy guided by user feedback. A formal website roll-out strategy and accompanied evaluation aims to determine the design, navigability, content, relevance and educational value of this online resource from a user perspective. METHODS/STUDY POPULATION: In order to ensure this resource effectively meets the needs of this cohort of researchers, a mixed process of evaluation and design was utilized. An initial phase 1 survey was conducted with TL1 and KL2 scholars. Surveys consisted of standardized questions with answers arranged as Likert-type scales and additional written responses to collect valuable qualitative data. A convenience sample of early career researchers at Mount Sinai were contacted for initial survey participation (N = 10). A total of 3 junior faculty KL2 scholars, 3 TL1 post-doc and 4 TL1 pre-doc scholars responded to the survey. Participants were initially asked to comment on design, functionality and usefulness of content on a Likert scale with qualitative comments to support the given scores. They were subsequently asked to consider what key topics or resources were missing from the website. Based on the initial survey, changes were made to the format and content of the Emerging Investigators website to improve content relevance and usability. For phase 2, an evaluation rubric was developed to assess design, navigability, content, relevance, along with three key COI criteria to determine the educational value of this online resource. The rubric will be utilized to collect feedback in the wider phase 2 roll out of the website. RESULTS/ANTICIPATED RESULTS: The first phase of survey feedback shaped overall design of the resource. The second phase will comprehensively evaluate the value of the website in the context of teaching and learning for emerging investigators. Ten surveys were captured in the first phase. Data collection is ongoing for the second phase. Phase 1 feedback was primarily qualitative, and valuable in informing overall design choices and content. Overall the website was well received, with participants commenting on the value of the resource in terms of content and educational value. Participants particularly appreciated the regularly updated calendar function and the links provided to a wide range of resources. Functionality issues, such as broken links, were reported by participants and repaired for phase 2. Further topics of content were identified, and additional links and multimedia resources were added to address this feedback. The second phase evaluation is ongoing with data collection being conducted via an evaluation rubric. DISCUSSION/SIGNIFICANCE OF IMPACT: The Emerging Investigators website, developed using the principles of COI provides key learning, reading and resources for early career investigators in a format that is well received by a sample group of early career researchers at Mount Sinai. The website has aimed to address the reported need for communication, collaboration and social interaction with peers and other researchers across the MSHS through the addition of further web-based resources such as a LinkedIn page, a blog to feature research and provide a sounding board for research efforts, and a calendar of events targeted specifically at early career researchers. These were highlighted as areas of particular value by the participants. We anticipate the results of phase 2 rubric-based evaluations will provide actionable data that will lead to further refinement of the website, an optimized interface, and improved usability.

OBJECTIVES/GOALS: The Mayo Clinic Clinical and Translational Science (CTS) Predoctoral program aims to develop independent researchers capable of leading multi-disciplinary teams to accelerate the translation of discovery to application. Here, we detail the outcomes of our graduates over the past ten years (2010-2019). METHODS/STUDY POPULATION:): A survey was fielded with all CTS graduates whose degrees were conferred since the program’s inception to 2019. Items addressed their current position, whether they were still involved in research, what type of research they were involved in, and whether they stayed involved with education. They also submitted a recent CV, from which data were collected about publications and grants. A subset were then contacted for a semi-structured interview. Items included questions addressing motivation for pursuing a PhD in CTS, whether the program prepared them for their current work, gaps they felt they had in training, and whether they felt they were making a difference in the lives of patients. RESULTS/ANTICIPATED RESULTS: Of the 41 alumni, 34 responded (83% response rate). Of these, 19 (56%) are at Mayo Clinic, 9 (26%) work for other academic institutions, and 6 (21%) do not work for an academic institution. Most have remained in research (33/34, 97%). The majority (22/33, 67%) are involved in clinical research, 30% (10/33) in basic science, and 24% (8/33) in healthcare delivery research. Most (23/34, 68%) are engaged in educational activities. When asked about changes they have led, 67% (18/27) led quality improvement projects and 44% (12/27) designed a new research method. Several hold leadership positions either in their organization (12/16, 75%) or in a professional organization (10/16, 63%). DISCUSSION/SIGNIFICANCE OF IMPACT: The CTS Predoctoral program successfully prepares scholars for careers involving clinical and translational research; furthermore, alumni remain in research-oriented careers after graduation. We will continue to gather longitudinal data alumni move forward in their careers.

OBJECTIVES/GOALS: The new CLIC Education & Career Development Gateway aims to be a translational science workforce ecosystem for CTSAs to share learning and training resources and career opportunities. The Gateway also provides individualized assistance to identify and implement TS learning and training resources. METHODS/STUDY POPULATION: The CLIC Education & Career Development Gateway, located on the CLIC website, is an entry way to: 1) the Education Clearinghouse, a platform where CTSA Program hubs can find and share educational resources individually or as part of resource kits; 2) the Opportunities Board, which includes jobs and mini-sabbaticals from CTSA Program hubs; and 3) the Education & Training Navigator, a personalized approach to education and training requests. These approaches help empower and support a cooperative learning and training community that is inclusive and collaborative, facilitating and amplifying opportunities for the sharing of educational resources throughout the translational science workforce. RESULTS/ANTICIPATED RESULTS: Through a person-centered, direct engagement approach, the anticipated outcomes of these efforts are to promote increased collaboration across CTSA Program Hubs and partners, and the amplification of accessible, relevant existing resources. Another anticipated outcome is increased production of educational materials through the reduction of work duplication and identification of gaps in education and training resources. The Gateway also provides an opportunity to communicate the work and efforts that consortium-level special groups (working groups, special interest groups, etc.) produce. Ongoing evaluations and suggestions will help determine future improvements and functionalities. DISCUSSION/SIGNIFICANCE OF IMPACT: CLIC’s education and training ecosystem promotes education as a community space to facilitate opportunities for collaboration and partnerships, amplifying visibility of the work created by members of the CTSA community, and encouraging a transformative career trajectory for trainees and scholars.

OBJECTIVES/GOALS: Improve infrastructure, resources, partnerships, and metrics to enhance the research environment for Hispanic researchers as a Minority Serving Institution. To support the research infrastructure in our Campus to encourage a research culture of sustainability and productivity. METHODS/STUDY POPULATION: Development of four research capacity-building models to enhance the pathway of junior researchers as independent researchers:1. MSc Phase I-Scholar Award 2 years in a Post Doctoral Master in CTR ; 2. Advanced CTR Award 1 year to support research infrastructure development in submitting a grant to NIH with the mentoring of a Visiting Endowed Chair; 3. Mini Infrastructure Research Award 1 year provides funds to increase research productivity; 4. Award on Excellence in CTR recognizes a faculty member with a distinguished research portfolio that support HiREC Career Coach and Mentoring approach. HiREC targets junior faculty, early and mid-career researchers from our two partners Schools. RESULTS/ANTICIPATED RESULTS: HiREC has been recognize as support for research infrastructure development. Since 2011, 10 MSc Phase I-Scholar Awards have been granted increasing the pool of trained Hispanics researchers in P. R., the Advanced CTR Award of $50,000 each, from March, 2019, was granted to 2 women researchers from the SoM and 2 Visiting Endowed Chair were accepted as candidates. The Mini Infrastructure Research Award, since 2017, supported the development of 2 Science labs, data analysis, 3 peer review publications and other research capacity building. Two researchers from the SoM were honored with the HiREC 2018 Award on Excellence in CTR heighten the institutional recognition of top researchers’ endeavors. DISCUSSION/SIGNIFICANCE OF IMPACT: It’s imperative to pursue specific strategies that lead to successful research capacity-building models. By acknowledging institutional research infrastructure needs, trendy scientific and technological knowledges and researchers’ needs, HiREC have been able to successfully accomplish its mission. CONFLICT OF INTEREST DESCRIPTION: Authors have no conflict of interest in this research.

OBJECTIVES/GOALS: Introduce students to programming and software development practices in the life sciences by analyzing standard clinical diagnostic bloodwork for differential immune responses. Including lectures and a semester project with the goal of enhancing undergraduate students’ education to prepare them for careers in translational science. METHODS/STUDY POPULATION: The educational content was taught for the first time as a component of the newly developed course BTEC 330 “Software Applications in the Life Sciences” in UMBC’s Translational Life Science Technology (TLST) Bachelor’s degree program at the Universities at Shady Grove campus. Eleven students took the course. All were beginners with no programming background. Lectures provided background on the diagnostic components of the CBC, criteria for differential diagnosis in the clinical setting, and introduction to hematology and flow cytometry, forming underpinnings for interpretation of the CBC results. Weekly computer lab practical sessions provided training fundamentals of R programming language, the R-studio integrated development environment (IDE), and the GitHub.com open-source software development platform. RESULTS/ANTICIPATED RESULTS: The graded assignment consisted of a coding project in which students were each assigned an individual parameter from the CBC results. These include, for example, relative lymphocyte count or hemoglobin readouts. Students each created their own R-language script using R-studio, with functional code which: 1) Read in data from a file provided, 2) Performed statistical testing, 3) Read out statistical results as text, and charts as image files, 4) “Diagnosed” individuals in the dataset as being inside or outside the clinical normal range for that parameter. Each student also registered their own GitHub account and published their open-source code. Grading was performed on code functionality by downloading each student repository and running the code with the instructor as an outside developer using the resource. DISCUSSION/SIGNIFICANCE OF IMPACT: In this curriculum, students with no background in programming learned to code a basic R-language script and use GitHub to automate interpretation of CBC results. With advanced automation now becoming commonplace in translational science, such course content can provide introductory level of literacy in development of clinical informatics software.

OBJECTIVES/GOALS: We present findings of an academic-community health agency study that explored knowledge of cervical cancer and risks among Latinas. The collaboration between the UCLA School of Nursing and AltaMed, a community-based health organization provided diverse clinical training and opportunities to decrease disparities in marginalized communities. METHODS/STUDY POPULATION: We developed a 19-item open-ended survey guide (English/Spanish) to explore knowledge, beliefs and practices related to cervical cancer. Eight nursing students (females and males) completed a 10-week public health focused practicum at four clinical sites. Students interviewed volunteer Latinas (N = 51) and recorded their responses. Prior to surveying Latina clients, the nursing instructor developed a script and mentored the student through the recruitment process. The survey included items on the Papanicolaou exam (pap smear), the HPV, beliefs and knowledge of risks for cervical cancer and recommendations for health service delivery. RESULTS/ANTICIPATED RESULTS: The Latina participants ranged in age from 20-50s, 70% spoke English, most were US born (52%) and 29% were from Mexico. The majority had received a Pap exam (88%), but fewer understood the purpose for the Pap (72%) or the association between HPV and cervical cancer (6%). Five major themes emerged: (1) knowledge deficits regarding women’s preventive care, and the HPV vaccine; (2) limited Spanish language educational materials; (3) importance of respectful client-provider interactions; (4) modesty; and 5) scheduling appointments and the importance of a diverse workforce that understand cultural and language nuances. Recommendations included ways to improve health literacy, cervical cancer knowledge, and delivery of culturally specific health care. DISCUSSION/SIGNIFICANCE OF IMPACT: Finding highlight the importance of putting “personalismo” into practice; linking health behaviors, vaccines, and health care to addresses cervical cancer risks. The collaboration maximized student experiences with opportunities build evidence based sustainable programs for vulnerable communities.

OBJECTIVES/GOALS: The discipline of plastic and reconstructive surgery (PRS) is poorly understood by the public, primary care physicians, and nurses. The aim of our study is to assess medical students’ knowledge and perceptions of PRS as a discipline and explore factors influencing these opinions. METHODS/STUDY POPULATION: To assess medical student’s knowledge and perception of PRS, we distributed an online survey to all medical students at all training levels (i.e. first year to fourth year) enrolled at UCSF School of Medicine, San Francisco, CA during 2019-2020 academic year. In the survey, participants were asked to match 12 surgical subspecialties with 36 operative procedure scenarios. In addition, the survey included questions investigating the most common social medical platform used by medical students and the role of medical social media accounts in contributing to their knowledge of surgical subspecialties. RESULTS/ANTICIPATED RESULTS: Medical students demonstrated a profound gap in knowledge in plastic surgery. The majority of respondents correctly identified plastic surgeons as the primary surgeons performing the cosmetic procedures listed (abdominoplasty, facelift, and liposuction). PRS was identified as the primary specialty involved in breast reconstruction (94.4%) and burns surgery (88.9%). There was poor understanding of the role of plastic surgeons in hand surgery(16.6%), craniofacial surgery(14.8%), and head and neck cancer surgery(9.3%). 52.4% of respondents follow medical social media accounts and 45.6% of respondents indicated that social media contributed to their knowledge of surgical subspecialties. DISCUSSION/SIGNIFICANCE OF IMPACT: Medical students, who form the next generation of doctors, have limited knowledge regarding versatile applications of PRS. Misconceptions about the discipline of PRS negatively impacts resource allocation and hinders the delivery of care to patients that would profoundly benefit from this specialty. CONFLICT OF INTEREST DESCRIPTION: No authors have financial disclosures or conflicts of interest to declare.

OBJECTIVES/GOALS: A new researcher-facing module to support community engaged research has been added to the updated COALESCE website and user traffic was tracked since last reporting. We describe the process of development and the features of the new module, past 2-year traffic, and plans to develop a community facing module. METHODS/STUDY POPULATION: We monitored the number of unique users of COALESCE (teamscience.net) between 2017 and 2019 to determine if traffic slowed, stayed the same, or increased since teamscience.net was physically updated to function on mobile devices. In December 2019, a new module was launched to introduce researchers to the stages of team science community engaged research. To develop the module, we collaborated with academic partners at University of Illinois-Chicago to identify 3 local historic research case studies in and to characterize how each exemplified a team science stage: assembly, launch, or maturation. After interviewing key team members from each study, we iterated storyboards and scripts in collaboration with community engaged research experts and case study team members. The module was built, tested, and launched. RESULTS/ANTICIPATED RESULTS: In the 6 years between 2011 through 2017, the site attracted 16,016 unique visitors (approximately 2699 per year). In 2 years from 2017 through 2019, since the modernization of the website, user traffic has held steady or grown, attracting 6992 unique visitors (approximately 3496 per year). Our newly posted researcher-facing module highlights team assembly in the case a task force charged with reducing disparity in breast cancer outcomes in Chicago, team launch in a study to improve asthma management in a local FQHC, and team maturation in a study comparing clinic-based to public school-based treatment of disruptive behavior. We will soon create a companion community-facing module and resources to address identified needs for community partners engaging in research with academic institutions. DISCUSSION/SIGNIFICANCE OF IMPACT: COALESCE (teamscience.net) remains the first and only open-access, online training in team science for health professionals. Recent updates have improved usability and expanded available resources. We launched a comprehensive module for academics interested in community engaged research; future work will develop parallel community facing resources.

OBJECTIVES/GOALS: Clinical trials are the gold standard for developing evidence-based medicine. However, 20% of pediatric randomized clinical trials are discontinued and about 30% of completed trials go unpublished. (Pica and Bourgeois, 2016) Although patient recruitment is the most cited barrier to completing clinical trials, trials funded by academia are more likely discontinued compared to those funded by industry. This study is an attempt to gain additional insights into clinical trials in academic pediatrics. METHODS/STUDY POPULATION: Junior pediatrics faculty (Instructors and Assistant Professors) were recruited to participate in an online survey through RedCAP. The physicians were asked if they had prior experiences with clinical trials and whether they have interest in participating in clinical trials. Those interested were asked three additional questions: what role they were interested in, barriers to participating and interventions they thought would educate them about participating in clinical trials. RESULTS/ANTICIPATED RESULTS: Ninety two (92) out of 119 (77%) junior pediatrics faculty completed the survey. Twenty (20) pediatric subspecialties were represented and respondents were on various academic pathways. A third of the respondents (35%) had previously participated in clinical trials. A majority of the faculty respondents (84; 70%) are on the clinical educator pathway. The 13 respondents who were not interested in clinical trials indicated their preference for patient care, education and quality improvement. Of those interested in clinical trials, the top three preferred roles were site co-investigator (68%), help designing future protocol (47%) and site principal investigator (44%). Other than time, the top barriers to participation were a lack of awareness of what it takes to lead or engage in clinical trials (53%) and a lack of training on clinical trials (45%). Mentoring from an experienced clinical trialist emerged as the top preferred intervention (78%). DISCUSSION/SIGNIFICANCE OF IMPACT: Although limited to one institution, the findings of this study provide insights into pediatric faculty interest in clinical trials. If academic pediatricians are provided with mentoring, there could be an uptick in completed and published clinical trials involving pediatric populations.