Objectives/Goals: In this project, we set out to supplement our existing grant writing workshops with targeted, learner-centered, multimodal training. This method will assist us in moving toward a more equitable training landscape, reaching a wider variety of learners, by freely disseminating these resources. Methods/Study Population: To increase access and impact of training materials for our career development grant writing workshops, we restructured our pre-workshop training videos. We culled expert advice from lengthy recorded lectures into brief (less than 5 minute) how-to videos that target instruction to writing specific sections of an NIH K grant. We then coupled these how-to videos with easy-to-navigate, open access online courses that further illustrate best practices for writing key sections of NIH K grants. These resources were given to registered workshop attendees and made available through a public Canvas course, the Diamond portal, MICHR website, and U-M Innovation Partnerships to disseminate the materials through multiple channels. Results/Anticipated Results: Four online courses and complementary videos were developed over six months, each focusing on a specific section of the NIH K grant proposal. These resources provide targeted instruction for writing the Specific Aims, Candidate Background, Career Development Plan, Career Goals and Objectives, and Mentor Letter. Learners accessed all four of the online courses. Released in January 2024, we continue to gather data on whether learners believe their knowledge about writing successful K grants has increased after using the resources, if they believe the courses have prepared them to write the section of the grant covered, and whether learners would recommend the courses. We will analyze these results to better understand how learners are using and responding to these new resources. Discussion/Significance of Impact: These how-to videos and online courses provide targeted, learner-centered training and fill an important gap by meeting learners where they are and extending the impact of our training beyond our institution. Widely disseminating online interactive training resources is a model we are applying beyond grant writing to other projects.

Objectives/Goals: REDCap is a popular electronic data capture tool. However, training users in how to best utilize REDCap can be a challenge for many institutions. The Clinical and Translational Science Institute (CTSI) strives to setup a self-service training program that takes the day to day roles of users into account. Methods/Study Population: Our new training curriculum is a collaboration with our Workforce Development team and our REDCap Support Team. The REDCap team functions as the subject matter experts and generate a training outline based on a certain feature or topic. The Workforce Development team transform that outline into an LMS style course that’s available online. In order to organize the courses for maximum relevance to user, we engaged with various REDCap training and regulatory experts around the globe. Based on their input, we organized the various training courses into a role-based schema. The training courses are freely available online and contain an optional test and completion certification in order to comply with regulatory standards like 21 CRF part 11 or GDPR. Results/Anticipated Results: We released the first 17 training courses in July 2024 with another 20 courses planned in the near future. Responses to the courses have been overwhelmingly positive from users and the greater REDCap community. Our collection of training courses won the best website award at the yearly REDCap conference in 2024. To date we have had 137 people go through a training course with the optional test and completion certificate. While the majority have been from the USA, a significant portion hails from other countries. We believed these people only represent a small subset of users due to the optional nature of the test and accreditation section. Discussion/Significance of Impact: Our new role-based training curriculum is crucial in giving REDCap users the training tools they need for their particular role. The certification option fills a niche for professionals to demonstrate their REDCap proficiency to further their careers. Overall, this user training should increase the utilization of REDCap in all research endeavors.

Objectives/Goals: This proposal outlines the successful deployment of a research training initiative to support the formation of a Learning Healthcare System. Mayo Clinic Health System (MCHS) rural providers were offered the opportunity to the fundamentals of clinical research via Clinical and Translational Science Awards core curriculum, mentorship, and an online seminar series. Methods/Study Population: MCHS funded 4 key introductory research courses: 1) Manuscript Writing, 2) Grant Writing, 3) Basic Biostatistics, and 4) Essentials of Clinical and Translations Science Program. In addition to course offerings, a Research Interest Group was formed to guide novice rural researchers on topic selection and study design. This cultivated interest to create a 16-month clinical research webinar series offering CME credits. Subsequently, an internal MCHS RFA was launched seeking early-stage investigator pilot proposals focused on rural health. Results/Anticipated Results: In 2023, over 140 MCHS providers enrolled in 324 CCaTS research courses. This training led to the submission of 53 proposals to the inaugural MCHS 2023 RFA, of which 15 were awarded. Additionally, 14 MCHS extramural grants were submitted in 2023. Training efforts expanded in 2024 to include an online research seminar series covering various study topics and providing CME credit, with an approximate attendance up to 196 attendees per session. The second annual MCHS RFA resulted in 4 internal awards, with an additional 22 extramural grant submissions. These collective efforts have increased the number of MCHS first and last author publications and the number of MCHS providers with academic rank. Discussion/Significance of Impact: Leadership’s commitment of resources to educate, mentor, and engage clinicians was crucial to our success and demonstrated a strong return on investment. To maximize impact in community-based practice, continued commitment is needed in the form of protected research time, funding, and research administration support of projects of interest

Objectives/Goals: Collaborations between translational science programs and academic health sciences libraries can enhance research impact by improving efficiency, leveraging diverse professional expertise, and expanding opportunities for collaboration between librarians and translational science programs. Methods/Study Population: A team science approach was utilized, integrating findings from a literature review, practical experiences of health sciences librarians, and collaborative writing. An analysis of case studies from institutions with successful partnerships explored the roles of libraries in partnering with translational science programs. The data collected were mapped to the Clinical and Translational Science Award Program’s five functional areas outlined in the Notice of Funding Opportunity PAR-24–272. Librarians from 21 institutions engaged in discussions and collaborative writing to share insights and identify key factors driving successful partnerships. Results/Anticipated Results: Academic health sciences libraries play a crucial role in enhancing translational science programs through expert knowledge management, facilitation of research dissemination, and support for interdisciplinary collaboration. Results from this project include a table outlining 16 specific opportunities mapped across five functional areas and six topical categories for translational science programs and libraries to collaborate effectively.Successful partnerships demonstrate improved research workflows, increased interactions between researchers and libraries, and accelerated translation of discoveries into clinical settings. These collaborations illustrate opportunities for other institutions to adopt as they consider best practices in supporting translational science. Discussion/Significance of Impact: By combining resources and expertise between libraries and translational science programs, these partnerships enhance the ability to transform scientific discoveries into real-world clinical applications, drive innovation, and amplify the contributions of both libraries and translational science programs.

Objectives/Goals: To assess the impact of the MATCH Program on mentees and mentors over the years, we have surveyed both groups on the effectiveness of the mentorship process, how the MATCH program influenced mentees’ future career plans, and their ongoing interest in clinical research. Methods/Study Population: To evaluate impact on mentees and mentors in the most recent cycle, we fielded two program evaluation surveys, for mentors and mentees. The surveys were distributed and collected using Qualtrics in May 2024. The mentee survey collected data on relationship with mentors, quality of mentorship, future career/education plans, and self-assessment of the program impact. The mentor survey collected data on relationship with mentees, mentees’ engagement, and a self-assessment of the program impact. Qualitative analysis was conducted to determine key themes expressed by participants. The responses were compared to assess the effectiveness of the mentoring relationship from both parties. Results/Anticipated Results: Respondents included 15/20 (75%) mentees and 15/20 (75%) mentors. All mentees (100%) and mentors (100%) stated they would like to continue their relationship outside of the program. The majority of mentees 13/15 (87%) and mentors 13/25 (87%) also viewed their mentee/mentor relationship to be excellent or good. Most mentors 10/15 (67%) stated it was their first time serving as a mentor for the program. Mentees also found their experience in the program very beneficial with 6/15 (40%) stating that MATCH changed their career plans. In addition, most mentees 14/15 (93%) indicated that they are community college or four-year college/university bound. Most mentees 11/15 (73%) indicated an interest in pursuing a health or medical career. Also, 10/15 (67%) mentees stated an interest in pursuing a career in research. Discussion/Significance of Impact: Both mentees and mentors have benefited from the program’s daisy chain mentoring and the program has helped facilitate a potential lifelong mentorship between mentees and mentors. The program also demonstrates promise of developing a pre-health pathway for historically underrepresented students in STEM.

Objectives/Goals: The University of Minnesota’s two-year TL1 program provides flexible and individualized education and training for a diverse cohort of scholars committed to pursuing impactful careers in clinical and translational science (CTS). The program aims to strengthen the nation’s biomedical workforce by developing scientists skilled in clinical and translational research. Methods/Study Population: The TL1 program recruits PhD candidates and postdoctoral fellows from a wide variety of graduate programs in colleges and departments across the University. To date, we have trained 26 predoctoral and 9 postdoctoral Scholars in 3 cohorts. Scholars represent dozens of disciplines and the full translational spectrum. These interdisciplinary cohorts are in a unique position to realize the fundamental characteristics of a translational scientist. Entrance/exit surveys and exit interviews provide program leadership with information for quality improvement and areas scholars believe contribute the most to their education and training in CTS. Results/Anticipated Results: Entrance/exit surveys indicated Scholar-perceived benefits of training in an interdisciplinary program, including growth in translational scientist characteristics (e.g., Boundary Crosser, Team Player). Exit interviews showed Scholars appreciated the cohort model bringing together trainees from many different research areas. They valued exposure to varied perspectives, talking through challenges and solutions with each other, and learning others shared similar issues. They valued the Scholar community they developed. Several felt siloed in their careers before the program and reported that TL1 participation connected them to others outside their own area of focus, expanded their knowledge about different research methods and revealed more pathways for translation. Discussion/Significance of Impact: Recruiting and training a diverse interdisciplinary cohort of pre- and postdoctoral TL1 Scholars promoted synergy in translational research, science skills and competencies, and transformed the perspectives of Scholars’ views on the importance of interdisciplinary collaboration to accelerate science.

A priority of the Northern New England Clinical and Translational Research (NNE-CTR) Network is conducting, promoting, and advancing community-engaged research through its Community Engagement and Outreach (CEO) Core. We sought to measure the CEO Core’s success in strengthening community-level research partnerships using a validated survey platform based on network science to map and track collaborations over time. The survey was completed by 59/76 organizations (77.6% response rate). Key findings included a high level of trust and a modest level of perceived value relative to published benchmarks. Additional specific findings will inform opportunities to improve the network as the NNE-CTR matures.

To improve its management capacity, Frontiers Clinical and Translational Science Institute overhauled its evaluation infrastructure to be comprehensive, efficient, and transparent in demonstrating outputs and outcomes. We built a platform that standardized measures across program areas, integrated continuous improvement processes, and reduced the data entry burden for investigators. Using the Utilization-Focused Evaluation Framework, we created logic models to identify appropriate metrics. We built the evaluation data platform within REDCap to capture requests, events, attendance, and outcomes and to push work processes to Navigators. We initiated a membership model to serve as the backbone of the platform which allowed tailored communication, demographic data capture, and reduced data entry burden. The platform consists of nine REDCap projects across multiple programmatic areas. Using REDCap Dynamic SQL query fields and External Modules, the membership module was integrated into all forms to check and collect membership before service access. Data is synched to a dashboard for tracking outputs and outcomes in real-time. Since the launch of the evaluation platform in Fall 2022, Frontiers has increased its workflow efficiency and streamlined continuous improvement communication. The platform can serve as a model for other hubs to build efficient processes to create comprehensive and transparent evaluation plans.

Objectives/Goals: The SC CTSI’s Online Educational Library (OEL) is a robust clearinghouse for educational content, containing approximately 250 videos. We outline the motivation, method, process, and outcomes for undertaking a massive recategorization of our OEL to better align the videos with applied skills necessary for clinical research professionals. Methods/Study Population: Our hub’s robust workforce development and educational cores produce seminars, classes, lectures, and symposia that are recorded and repackaged for the OEL. The audience for our OEL includes research professionals from all stages of their career, such as research coordinators, research administrators, regulatory experts, biostatisticians, students, academics, investigators, community members, and others at our institution and globally. The content in the OEL was not efficiently organized and thus difficult for researchers to use. We employed qualitative content analysis to organize the videos in alignment with the eight competencies created by the Association for Clinical Research Professionals (ACRP), augmenting the competencies to best capture the content of and skills being taught in our videos. Results/Anticipated Results: We refined the ACRP categories to best fit our needs and applied the categorization mechanism to approximately 250 videos. Our categories included communication, dissemination, and teamwork (45 videos), data management and informatics (27), ethics and participant safety (13), leadership and professionalism (24), regulatory and quality sciences (48), research and study conduct (44), research and study design (49), study and site management (54), and other (27). Some videos appear in multiple categories. Discussion/Significance of Impact: Detailing our approach and process will help other CTSAs harmonize their educational offerings to move toward a more unified method and process for organizing trainings and education in the CTR space and will better serve learners.

Objectives/Goals: To strengthen postdocs’ skills in developing and reviewing competitive proposals, advancing translational research by leveraging core facilities at Indiana University, Purdue University, and the University of Notre Dame, fostering collaboration, and preparing participants of the program for future funding success. Methods/Study Population: The Postdoc Challenge is a state-wide program for postdoctoral scholars across Indiana to gain hands-on experience in developing and reviewing competitive grant proposals. Participants compete for a $5,000 award to use any of the Indiana Clinical and Translational Science Institute (CTSI)-approved core facilities. Through workshops and following NIH guidelines for the review process, participants refine their proposal-writing skills and serve as reviewers for peers’ proposals. The program is designed to support translational research, utilizing the core facilities at Indiana University, Purdue University, and the University of Notre Dame. Participants are trained in grant proposal writing, reviewing using NIH criteria, and engaging in peer discussions, developing critical skills necessary for future funding success. Results/Anticipated Results: Since its launch in 2014, the Indiana CTSI Postdoc Challenge has funded 54 postdoctoral researchers, with 276 applications reviewed. The program has strengthened participants’ grant proposal writing skills and peer review capabilities. Career outcomes include several postdocs securing assistant professor positions and other prestigious roles, such as an Associate Principal Investigator at the National Biodefense Analysis and Countermeasures Center, and a Toxicologist at the CDC. Participants also report enhanced collaboration, greater access to core facilities, and significant career advancement, including support for international postdocs seeking permanent residency. Discussion/Significance of Impact: The Postdoc Challenge has significantly improved postdoctoral researchers’ grant proposal writing and peer review skills, helping them secure faculty and research positions. By fostering collaboration across Indiana’s top universities and utilizing core facilities, the program accelerates translational research and career success.

Objectives/Goals: To assess the attitudes toward social justice of residents and faculty following the didactic series and evaluate the impact of the longitudinal curriculum on resident engagement in social justice activities through community engagements. Methods/Study Population: Data were gathered through questionnaires collected from participating residents and faculty. The session topics were chosen based on “Precepting Toward Social Justice” curriculum from the University of Minnesota Department of Family Medicine and Community Health, including sessions on advocacy, diversity, and implicit bias, among others. The self-assessment questionnaires were specific to the topics of the lecture, assessing knowledge, skills, and attitudes before and after the education sessions. Participants were asked to rate these aptitudes of each topic from “none” to “expert.” Results/Anticipated Results: Out of 22 total participants, 16 returned surveys. Overall, there was a substantial improvement in aptitudes after the lecture. There was an increase in reported above average knowledge of topics: Agency (12.5% to 56.25%), Humility (18.75% to 62.5%), Dignity (12.5% to 62.5%), Partner (18.75% to 50%), Awaken (37.5% to 75%), Place (12.5% to 43.75%), Asset (0% to 37.5%), Sanctuary (6.25% to 50%), Belonging (0% to 37.5%), Whole (0% to 43.75%), Liberation (12.5% to 68.75%), and Heal (37.5% to 75%). 31% reported that the lectures alone had an above average influence on pursuing more social justice activities through community engagement. 44% reported that the lectures had an above average impact on their subsequent patient encounters. 69% stated that this series helped develop their overall social justice skills. Discussion/Significance of Impact: All patients deserve equitable care. Family physicians have a unique role in addressing social justice concerns to eliminate inequalities and drive for better health outcomes. By enforcing social justice in education and implementing it into practice, satisfaction, trust, and well-being of patient and provider will be improved.

Objectives/Goals: Undergraduate Medical Education (UME) may apply Just-in-Time training (JITT) to provide medical students with learning experiences closely aligned with real-time clinical needs. The purpose of this scoping review is to offer an overview of the implementation of JITT training in UME. Methods/Study Population: Following the five-stage framework by Arksey and O’Malley to methodically collect and analyze studies on JITT in UME, five electronic databases were searched, and a supplemental search for grey literature was conducted. Studies exploring the integration of JITT principles into UME clinical training and their time to follow-up after training were included. Bloom’s Taxonomy was used to assess educational goals of JITT interventions. Results/Anticipated Results: The review yielded 21 studies across 4 countries. The majority were cohort studies (13) and randomized control trials (5). Assessment definitions and use of JITT varied widely. Most studies focused on short-term outcomes, defined by being measured immediately after JITT session (15) or at the end of JITT-based rotation or clerkship (3). Three studies evaluated outcomes at a period longer than 2 weeks after completion of session or clerkship. Attitudes (9), followed by skills (8) were the most common educational goals of intervention. The efficacy and utility of JITT in improving educational goal acquisition was demonstrated in 90% (17/19) of the studies with reported outcomes. Discussion/Significance of Impact: The introduction of JITT in UME has been shown to meet the immediate needs of healthcare environments; however, evidence is limited in the evaluation of longer-term outcomes. Further research to determine the impact of JITT on long-term learning retention and education goal acquisition in UME is merited.

ASPIRE! (Accountability and Safe-space to Promote, Inspire, Recharge, and Empower) is a peer mentoring group and peer/near-peer mentoring program established in 2016 by a group of seven early career clinician and non-clinician, research faculty. All founding members participated in the TRANSFORM KL2 Program at Columbia University Irving Medical Center’s Irving Institute for Clinical and Translational Research. In this short communication, we describe the origins of this peer mentoring group established to support these seven early-career KL2 scholars. We also provide a summary of the development of an institution-wide peer mentoring program, created by the seven members of the initial peer mentoring group. We highlight how being at similar career stages, coming from different institutional departments, and sharing common academic goals in a safe space may have contributed to the success of the peer mentoring group. Our individual successes and experiences demonstrate that peer mentoring can be a powerful tool for enhancing the early-career academic experience.