Objectives/Goals: Community health workers (CHWs) are links between the community and healthcare. As primary care (PC) expands to address social drivers of health, CHWs are becoming part of PC teams, yet how the two integrate is not well understood. Using an input-mechanism-outcome (IMO) model, this research seeks to develop a model to expand CHW-PC integration efforts. Methods/Study Population: Participants were recruited from Roots Community Health Center (Roots), a CHC serving historically marginalized communities, that has successfully integrated a CHW role, Roots Health Navigators (RHNs), into PC services. The preliminary conceptual framework for this study was guided by an overarching IMO model and informed by social identity theory, team science, and the interprofessional care literature. A mixed methods study was conducted in three phases: 1) cross-sectional survey, 2) semi-structured interviews, and 3) model development. The survey identified team dynamics such as communication, trust, and shared understanding, and interviews explored how these collaborative teaming mechanisms take shape. Findings were merged into a final model of CHW-PC integration that was reviewed by Roots leaders. Results/Anticipated Results: Survey results (n  =  25) highlighted highly rated team dynamics including shared understanding and acting and feeling like a team. Qualitative findings (n  =  10) described how integration occurred through complex interactions that were community-responsive and collectively reduced burnout among the team. Joint findings noted the importance of RHNs to continuity of care, building trust, and enhancing PC team effectiveness. Findings informed the development of a model of CHW-PC integration. This expanded on the preliminary conceptual framework by highlighting the dynamic relationship between mechanisms, processes, and team emergent states, as well as providing evidence to support feedback loops between inputs, mechanisms, and outcomes with overarching influence from the contextual setting. Discussion/Significance of Impact: With a deeper understanding of the mechanisms of CHW-PC integration, findings informed the development of a model that can support other communities to replicate this approach to care and address critical patient needs. Teaming factors that sustain CHW-PC integration may be transferrable to other care teams integrating nontraditional roles.

New educational curricula are emerging to train physicians for healthcare in the 21st century. The University of Massachusetts Chan Medical School T.H. Chan School of Medicine (UMass Chan) implemented an MD curriculum redesign in the fall of 2022 that included seven educational pathways, including Entrepreneurship, Biomedical Innovation, and Design. This new pathway curriculum introduces students to the principles of innovation, entrepreneurship, basic engineering principles, and technology commercialization. It is modeled after the I-Corps curriculum with added material regarding engineering principles. I-Corps was initially developed by the National Science Foundation (NSF) to help scientists understand the commercial potential of their inventions. Major elements include the Business Model Canvas and Customer Discovery [19-22]. First-year (Class of 2027) and second-year (Class of 2026) pathway students were invited to participate in online surveys evaluating course material and their knowledge of course content. Initial results show that the program was well received and student self-assessment demonstrated significant improvement. Objective student knowledge also significantly improved. Novel curricula have the potential to transform medical education and prepare future physicians to practice healthcare in the 21st Century.

Attacks on minoritized communities and increasing awareness of the societal causes of health disparities have combined to highlight deep systemic inequities. In response, academic health centers have prioritized justice, equity, diversity, and inclusion (JEDI) in their strategic goals. To have a sustained impact, JEDI efforts cannot be siloed; rather, they must be woven into the fabric of our work and systematically assessed to promote meaningful outcomes and accountability. To this end, the University of Pittsburgh’s Institute for Clinical Research Education assembled a task force to create and apply a rubric to identify short and long-term JEDI goals, assess the current state of JEDI at our Institute, and make recommendations for immediate action. To ensure deep buy-in, we gathered input from diverse members of our academic community, who served on targeted subcommittees. We then applied a three-step process to ensure rapid forward progress. We emerged with concrete actions for priority focus and a plan for ongoing assessment of JEDI institutionalization. We believe our process and rubric offer a scalable and adaptable model for other institutions and departments to follow as we work together across academic medical institutions to put our justice, equity, diversity, and inclusion goals into meaningful action.

Community engagement is a critical component of translational research. Innovative educational approaches to support meaningful involvement of stakeholders in clinical research allows for bidirectional learning and greater engagement in translational efforts. Our Penn State Community-Engaged Research Core (CeRC) team has developed an innovative research curriculum for a variety of stakeholders, including patient partners, organizational representatives, and Community Health Workers (CHWs). This brief report will outline unique curricular approaches, guided by adult learning principles, to enhance stakeholder education and engagement in activities. Initial evidence of impact on learning is also reported.

Objectives/Goals: The World Trade Center (WTC) Health Program (Program) Data Group was formed to address the increasing volume and complexity of analytics requests and to improve the Program’s data management capacity. Over time, the Group’s role expanded to include comprehensive data leadership and providing data-based support for decision-making. Methods/Study Population: The Program provides medical monitoring and treatment for WTC-related conditions to those directly affected by the 9/11 attacks. These activities generate an abundance of administrative and surveillance data. The Data Group was formed to establish structures and processes that would be adaptable and efficient in leveraging these data. We created a unified workflow including a shared inbox, a standardized request form, and a request-managing tracker. We established communication channels to distribute requests efficiently. We designed a request form to balance the administrative burden on requestors with the need to gather useful information for analyses. We also developed a documentation system to extract key details from forms and incorporate other relevant data to support evaluation and record-keeping. Results/Anticipated Results: From November 2021 through the end of 2023, the Data Group processed and fulfilled 93 data requests. These requests covered a multitude of functional areas essential to the administration of a limited health benefits program. The following top five functional areas made up two-thirds of all requests: Contract Management (n = 30), Research and Quality (n = 15), Operations (n = 11), Medical Policy (n = 10), and Communications (n = 7). Leveraging data collected through our request tracker, the Group conducted annual evaluations and developed visualizations to analyze trends in these requests. The evaluations helped us identify knowledge gaps, highlight areas for improvement – across the Program and within our own processes, and continue to guide and support future Program priorities. Discussion/Significance of Impact: The creation of the Data Group and unified workflow fulfilled the Program’s increasing analytic needs, enhanced oversight of data quality and usage, and facilitated data-driven Program decision-making. Continual optimization of the group’s processes enables opportunities to identify gaps in and support a range of health care delivery initiatives.

Objectives/Goals: An association has been found between maternal diabetes and neurodevelopmental disorders (NDDs), such as autism spectrum disorders (ASD), attention-deficit/hyperactivity disorder (ADHD), and intellectual disabilities. Our objective is to observe the effects of type 2 diabetes mellitus (T2DM) on the neurodevelopment of infants. Methods/Study Population: A prospective study was performed on thirty infants who were evaluated using four neonatal neurodevelopmental assessments. Thirteen of these infants were from mothers with T2DM and seventeen of them were from mothers without diabetes. We used the Hammersmith Neonatal Neurological Examination (HNNE), Dubowitz exam, The Capute Scales, and The General Movement Assessment (GMA) to assess the neurodevelopment of these infants. HNNE assesses posture, reflexes, tone, and movement of infants. The Dubowitz exam is used to measure tone and reflexes to get an estimated gestational age (GA) of the infant. The Capute Scales has two subsections, one measures language (receptive and expressive) and the other measures visual-motor development. Lastly, the GMA was used to observe the general movements of the infant. Results/Anticipated Results: Cochran–Mantel–Haenszel determined between-group differences. HNNE, Dubowitz, and the Capute Scales had no significant difference between groups. HNNE results: 4 T2DM below cutoff; 9 controls below cutoff. Discussion/Significance of Impact: Offspring of T2DM mothers show a risk of motor delays in infancy and later language/cognition delays. Offspring of T2DM mothers should be followed due to the risk of motor delays. Early intervention could mitigate delays. This would be the first novel use of these four tools to evaluate 1-month-olds.

Objectives/Goals: Youth with IBD have preventive, psychosocial, and acute care needs beyond those of peers, yet receipt of services does not match those needs. Our objectives are to assess the feasibility of (1) an individualized care plan intervention to improve perceived and measured care quality and (2) a pragmatic trial design embedded in pediatric IBD practice. Methods/Study Population: This is a pilot rollout-design randomized trial (n = 60) at a regional academic medical center. Eligible patients are 13–19 years old with IBD for at least 3 months and scheduled for a follow-up visit during the trial. Research staff recruits from one cluster at a time until goal enrollment (14–16). Enrollees are randomized 1:1 to intervention (MyIBD now) or control (MyIBD after the trial). MyIBD combines a tabular summary of individualized acute, chronic, and preventive care needs with nurse facilitator support for patients to use the information. Surveys at baseline, 6 and 12 months measure care quality (Patient Assessment of Chronic Illness Care scale, vaccines, health services) and patient self-management skills (Partners in Health scale). Implementation outcomes are collected via chart review. Results/Anticipated Results: To date, 44 subjects have been randomized. Among subjects, the mean age is 16 years; 73% have Crohn’s disease, 77% have commercial insurance, 75% receive anti-TNF therapy, and 14% live in a rural area. Mean baseline perceived care quality (PACIC scale) is 76.9 (sd 16.3; out of 100); mean baseline perceived self-management skill (PIH scale) is 78.1 (sd 13.4; out of 96). On objective care quality measures, 59% have completed the HPV vaccine series, 32% have received an additional pneumonia vaccine; in the past year 68% have had a screening for mood disorders, 20% an emergency department visit for IBD, and 18% an IBD hospitalization. To date, the IBD clinical team has achieved 100% completion (intervention subjects receive MyIBD plus nurse facilitation) and 0% contamination (control subjects inappropriately receive MyIBD). Discussion/Significance of Impact: Study results to date support the feasibility of the pragmatic, embedded trial design and indicate opportunities for improvement in care quality as perceived by patients and as measured by common preventive and acute care quality indicators. An individualized care plan supported with nurse facilitation may improve pediatric IBD care quality.

Expanded access (EA) is a United States regulatory approach for the use of investigational drugs/devices that do not yet have conventional approval, in clinical care contexts. We conducted a retrospective study to analyze the neighborhood characteristics of patients who have received EA treatments at our academic medical center between 2018 and 2023. EA patient neighborhoods showed lower median family income, lower proportion of bachelor’s degree graduates, and a higher proportion of people identifying as non-Hispanic White ethnicity compared to the surrounding (Washtenaw) county. These differences may underly differential interest in EA treatments or may point to disparities in access to evidence-based care.

The NIH National Center for Advancing Translational Science (NCATS) was established to support translational research that spans the entire TS Continuum, with the goal of bridging the gap between preclinical biomedical research and real-world applications to advance treatments to patients more quickly. In 2018, the Translational Science Training (TST) TL1 Program at the University of Texas Health Science Center at San Antonio implemented new strategies to better include and encourage research more broadly across the TS Continuum, including the addition of postdoctoral scientists and a clinically trained Program Co-Director, expansion of team science and community engagement programming, and targeted trainee recruitment from schools of nursing, dentistry, and allied health, in addition to medicine. The objective of this bibliometric analysis was to determine if the program exhibited a more diverse mix of T-types after the adjustments made in 2018. The TST/TL1 Program experienced a shift in T-type, from mostly T0 (preclinical) to more T3/T4 (clinical implementation/public health) research, after new strategies were implemented. This supports the conclusion that strategic programmatic adjustments by an NCATS-funded predoctoral training program resulted in outcomes that better align with NCATS priorities to develop Trainees who contribute across the entire TS Continuum.

The learning sciences have yielded a wealth of insights about the mechanisms and conditions that promote learning, yet the findings from this body of research often do not make their way into educational practice. This fundamentally translational problem is one we believe that educators from translational fields, with their evidence-based orientation and familiarity with the challenges and importance of translation, are well-positioned to address. Here, we provide a primer on the learning sciences to guide educators in the Clinical and Translational Science Institutes and other organizations that train translational researchers. We (a) describe the unique teaching and learning environment in which this training occurs, and why it necessitates attention to learning research and its appropriate application, (b) explain what the learning sciences are, (c) distill the complex science of learning into core principles, (d) situate recent developments in the field within these principles, and (e) explain, in practical terms, how these principles can inform our teaching.

Objectives/Goals: Radiation nephropathy results in morbidity and mortality in patients receiving cancer treatment. In addition, low birth weight and low nephron number are associated with increased risk for chronic kidney disease. This study examined the development and severity of radiation-induced renal hemodynamic dysfunction in a low renal mass mouse model. Methods/Study Population: Male mice (C57Bl/6, 8–12-weeks) were used to determine a suitable radiation dose regimen. Mice were subjected to fractionated bilateral kidney irradiation with 5–6 fractions of an X-ray dose of 0, 6, 8, and 10 Gy at 24-hr intervals using a CT-image-guided irradiator. Body weight and mortality were monitored for 5 weeks in mice. In a separate set of experiments, the low renal mouse model, ROP Os/+, and their normal counterpart, ROP +/+ mice were subjected to 5 fractionated bilateral kidney irradiations at 24-hr intervals with an X-ray dose of 6 Gy. Renal blood flow was assessed from renal artery resistive index (RRI) over 5 weeks post-irradiation using an ultrasound system. Transcutaneous measurement of FITC-sinistrin clearance was used to determine glomerular filtration rate (GFR). Results/Anticipated Results: The C57Bl/6 mice that received 5–6 fractions of 8 and 10 Gy had more than 50% mortality, while 100% of the mice exposed to 5 fractions of 6 Gy survived for 5 weeks. Body weight was also significantly decreased in mice exposed to 5 or 6 fractions of 8 or 10 but not 6 Gy radiation. Nonirradiated C57Bl/6, ROP +/+, and ROP Os/+ mice had similar baseline GFR and RRI. Irradiation of 5 fractions at 6 Gy decreased GFR and increased RRI in C57Bl/6 and ROP +/+ mice. Interestingly, following 5 fractions at 6 Gy irradiation ROP Os/+ mice had 25% lower GFR than wild-type ROP +/+ mice (946.3 ± 50.3 vs. 1232.9 ± 69.3 µL/min/100g BW, p Discussion/Significance of Impact: Our study determined a suitable fractionated bilateral kidney irradiation dose regimen to evaluate radiation nephropathy. Data demonstrated that fractionated bilateral kidney irradiation leads to decreased renal hemodynamics in mice. We also demonstrated that irradiation caused greater renal hemodynamic dysfunction in low renal mass mice.

Objectives/Goals: Given the challenges that early career research scientists face, especially preparing for promotion and tenure, the decision on whether to join a research team can be fraught. We developed a novel training to support informed decision-making regarding new scientific teaming opportunities. Methods/Study Population: A team science workshop entitled “Should I join this research team” was designed for early career investigators from varied disciplinary backgrounds. Learning objectives for attendees included 1) describing the role of team science in translational research, 2) determining if teaming opportunities are a good fit, and 3) crafting thoughtful responses to requests. The training was initially delivered to 38 attendees (11 K scholars) during a virtual national meeting. We adapted this training for in-person delivery to K and T scholars at our CTSA regional partners. Instructional methods shared across virtual and in-person modalities included self-reflection, think and share activities, and scenario application. In-person delivery also included short video clips and small group discussions. Results/Anticipated Results: Multiple Likert-scale items were completed by workshop participants before and after completing the workshop to evaluate attendees’ confidence in their perceived abilities to explain strengths and limitations of team science, identify characteristics of effective science teams, evaluate a team invitation, assess costs and benefits, negotiate collaborative team invitations, etc. Preliminary data from the virtual workshop suggests that 54.6% of scholars were either not at all or only slightly confident in evaluating a teaming invitation. After the workshop, 45.5% reported being very confident, and 9.1% reported extreme confidence in evaluating a team invitation. Evaluation of the in-person training, along with a comparison of virtual and in-person learning outcomes will also be presented. Discussion/Significance of Impact: Our multimodal training is designed to equip early career investigators with the tools needed to evaluate and respond effectively to research team invitations. We believe this novel training will result in informed teaming decisions for early career research scientists.

Underrepresented minorities have higher attrition from the professoriate and have experienced greater negative impacts of the COVID-19 pandemic. The purpose of this study was to compare the impact of COVID-19 on the lives of 196 early-career physician-scientists versus PhD researchers who are underrepresented in biomedical research. Participants in the Building Up study answered questions on the impact of the COVID-19 pandemic on their personal and professional lives, and a mixed-methods approach was used to conduct the analysis. While most participants experienced increases in overall stress (72% of PhD researchers vs 76% of physician-scientists), physician-scientists reported that increased clinical demands, research delays, and the potential to expose family members to SARS-CoV-2 caused psychological distress, specifically. PhD researchers, more than physician-scientists, reported increased productivity (27% vs 9%), schedule flexibilities (49% vs 25%), and more quality time with friends and family (40% vs 24%). Future studies should consider assessing the effectiveness of programs addressing COVID-19-related challenges experienced by PhD researchers and physician-scientists, particularly those from underrepresented backgrounds.

Disability is a common and universal human experience. Yet, people with disabilities (PWDs) are in poorer health and have less access to quality healthcare than their non-disabled peers. In fact, the National Institutes of Health’s (NIH) designated PWDs as a health disparities population in 2023. This paper illustrates the application of translational science (TS) principles to overcoming roadblocks to reducing PWDs’ health disparities. Part I provides an overview of health disparities among PWDs and the recent designation – situating both within a TS framework. Part II summarizes literature on specific factors that contribute to PWDs’ exclusion from research, how these factors are reflected in background reports that impelled the designation of PWDs as a disparity population, and how the suggested steps to implement the designation reflect TS principles and its research agenda. Part III describes “Reducing Researcher Roadblocks to Including People with Disabilities in Research (D2/R3),” a TS solution to overcoming PWDs exclusion from research. D2/R3 is our institution’s Clinical and Translational Science Award research project – a mixed-methods study that targets research teams’ knowledge, attitudes, biases, and perceptions that contribution to under representation of persons with developmental disabilities in research.

Objectives/Goals: Team science (TS) competency is important for translational science team collaboration. However, there are few educators available to assist teams. Asynchronous learning is an effective strategy for delivering TS content. The goal of this project is to expand TS education by providing online access to our learners using online modules. Methods/Study Population: The Collaboration and Team Science (CaTS) team at the University of Cincinnati provides a robust TS education and training program. As the need for team science gains recognition, CaTS has received increased requests for services, leading to a need to broaden TS offerings. To address this demand, the CaTS team created “Team Science 101,” an online, asynchronous, series of 15 modules covering basic team science concepts. Each module consists of an educational recording lasting an average of 20 minutes, optional topic resources, pre- and post-module surveys assessing learners’ confidence and satisfaction, post-module knowledge checks, and evaluation questions. Upon completing all modules, participants receive a completion certificate. Results/Anticipated Results: TS 101 will be piloted with a group of participants who expressed interest in asynchronous TS content and will be adjusted based on the feedback received. The associated pre- and post-module survey, post-module knowledge check, and evaluation questions will be monitored to determine learning levels and improve TS 101 overall. Canvas is the educational platform that houses these modules, allowing for participant follow-up and scalable dissemination. The CaTS team plans to disseminate TS 101 nationally and internationally for anyone interested in this resource. Discussion/Significance of Impact: There is a national effort to collect and curate TS education, training, and toolkits. TS 101 will be a useful educational tool that will expand the reach of team science educators, provide the foundation for educators to explore topics more deeply by building on the module topics, and provide education to broader audiences who lack access to TS experts.