OBJECTIVES/GOALS: An academic medical library evaluated an EHR data abstraction service by assessing uptake and publication metrics, including use by department, purpose of data abstraction requests and publication counts. METHODS/STUDY POPULATION: The evaluation included 167 requests for EHR data processed by the institution’s clinical research data management unit (CRDMU) and recorded in an intake form hosted on REDCap. These requests originated from various departments. The intake forms collected investigator and study information, as well as request completion dates. Information in the intake forms were matched with publications and meeting abstracts that were indexed in a database of faculty publications. Investigators who submitted EHR data requests that could not be readily matched to publications were contacted to verify the status of their studies and any associated publications. RESULTS/ANTICIPATED RESULTS: The evaluation included 167 data requests submitted to the CRDMU between 2016 and 2018. These requests were categorized into the following use cases: retrospective studies (n=93); patient recruitment (n=50); and 'other' (i.e., education, training, or process improvement; feasibility assessments; machine learning (n=14)). By the end of the evaluation period, an average of four years after the data requests were submitted to the CRDMU, 60 of all 167 EHR datasets (35.9%) led to publications as articles or meeting abstracts. 64.5% of the EHR datasets requested for retrospective studies, 56% of the datasets requested for recruitment, and 79.1% of datasets requested for other uses did not lead to publications. DISCUSSION/SIGNIFICANCE: These findings offer evidence that bibliometrics alone provide limited insight into the value of services and data utilized for secondary research. Data ecosystem stakeholders are encouraged to consider—and develop—scalable, reproducible, and more holistic assessments of the impact of their services.

OBJECTIVES/SPECIFIC AIMS: Many CTSA programs have implemented curricula leading to clinical investigation master’s degrees. Evaluation of long-term outcomes for graduates can support curriculum improvement. METHODS/STUDY POPULATION: We evaluated graduates 1–3 years post completion of an MS in Clinical Investigation at the University of Utah. We administered the 12-item Clinical Research Appraisal Inventory (CRAI-12) describing confidence in ability to perform research tasks; we derived 6 CRAI sub-scales. Additional questionnaire items assessed current engagement in research, including percent of effort devoted to research and level of involvement in research projects using specific research methods. RESULTS/ANTICIPATED RESULTS: Graduates reported high confidence for the CRAI domain of reporting, interpreting, and presenting (on a scale of 0–20, mean 17.9±SD 1.9) and the domain of conceptualizing and collaborating (16.5±2.2) on research projects; confidence was somewhat lower in the domains of planning (14.6±3.3) and funding (14.9±2.8) projects. Graduates’ estimated current professional effort devoted to research had a median of 32%, interquartile range (IQR) 20%–70%; among graduates with clinical responsibilities, median effort devoted to research was 23%, IQR 15%–45%. In total, 74% of graduates reported moderate or high involvement in research using existing large databases, 46% reported moderate or high involvement in comparative effectiveness research, and 54% reported moderate or high involvement in quality improvement. DISCUSSION/SIGNIFICANCE OF IMPACT: A majority of clinical investigation graduates remain engaged in research but most are able to devote less than one-third of professional effort to research. Evaluation of clinical investigation graduates who have moved into their research careers can inform program directors about domains of research expertise and methodological areas that may merit additional emphasis in the curriculum.

OBJECTIVES/SPECIFIC AIMS: This study (1) investigated the presence and severity of autonomic nervous system (ANS) dysfunction in patients with pre-symptomatic Huntington Disease (HD) and (2) determined if pharmacologic manipulation of the ANS could modify the progression of HD. METHODS/STUDY POPULATION: Using a unique data set of children at-risk for HD (the Kids-HD study), markers of autonomic function (resting heart rate [rHR], blood pressure [BP], and core body temperature [CBT]) were compared between pre-symptomatic, gene-expanded children (psGE) and healthy developing children using mixed models analyses controlling for sex, age, and body mass index. Included participants had to be < 18 years old and be at least 10 years from their predicted motor diagnosis of HD. Using the Enroll-HD database, inverse-propensity score weighted, Cox Regression analyses investigated the effects of beta-blockers on the timing of motor diagnosis of presymptomatic, adult patients with HD. RESULTS/ANTICIPATED RESULTS: Compared to healthy controls, the psGE participants had significantly (p<0.05) higher mean rHR, systolic BP percentile, and CBT compared to the healthy controls (elevated by 4.01 bpm 0.19°C, and 5.96 percentile points, respectively, in the psGE group). Participants from Enroll-HD who were using a beta-blocker prior to motor diagnosis (n=65) demonstrated a significantly lower annualized risk of motor diagnosis [HR=0.56, p=0.03], compared to other participants with HD (n=1972). DISCUSSION/SIGNIFICANCE OF IMPACT: Sympathetic nervous system activity is elevated in patients with HD decades prior to their predicted motor diagnosis. Furthermore, modulation of the sympathetic nervous system with beta-blockers significantly lowers the annualized risk of motor diagnosis of HD.

OBJECTIVES/SPECIFIC AIMS: Transgender individuals remain an underserved population with a unique set of healthcare needs. Given the recent increase in demand for gender affirmation surgery, there is a need to train urologists in the various aspects of surgical management of transgender patients. It is unclear how many urologic residency programs are participating in transgender care. In this study, we sought to determine the current status of urologic training programs in the delivery of transgender care and the sentiments regarding the current and future need to train urologists. METHODS/STUDY POPULATION: Between June and August 2017, a 22 item cross-sectional survey was emailed to all 138 program directors (PDs) as listed by the ACGME. Participation was voluntary and responses were anonymous. Statistical analysis was performed using SAS version 9.4. RESULTS/ANTICIPATED RESULTS: In total, 48 PDs completed the survey (36% of US PDs) and 1 declined to participate. All AUA regions had at least 25% representation, except the Western region (13%). In total, 42% of urology programs that responded participate in institutional transgender health programs; 76% of PDs believe there is a current or future need to train urology residents in the surgical care of transgender patients. PDs were significantly more likely to endorse a need for transgender training if their institution has a transgender health program (95% vs. 58%, p<0.005). Similarly, expressed interest in transgender care by trainees was associated with increased belief among PDs in the need for transgender training (95% vs. 58%, p<0.005). There was also an association between the presence of a transgender health program and trainee interest in transgender care (64% vs. 33%, p=0.04). Need for resident training in the following procedures was cited most often by PDs: complicated catheter placement (91%), orchiectomy (89%), urethral fistula repair (82%), penile/testicle prosthesis insertion (77%), phalloplasty (69%), vaginoplasty (66%), and metoidioplasty/urethral lengthening (54%). Despite the overall consensus that residents should be trained in transgender care, 83% of PDs responded that urologic transgender surgery should be trained in fellowship rather. DISCUSSION/SIGNIFICANCE OF IMPACT: There is an increased demand for surgeons competent in providing gender affirmation surgery. The majority of urology residency PDs believe in the need to train residents in the surgical care of transgender patients. A formalized curriculum for the urologic management of transgender patients should be instituted across residency programs to ensure adequate exposure and competency.

OBJECTIVES/GOALS: Neonatal endotracheal tubes (ETTs) are usually uncuffed to avoid subglottic stenosis and other complications, but cuffed ETTs allow better ventilation. Our goal was to detect and control pressure in the cuff below the limit of occluding venous flow to minimize the risk of subglottic stenosis. METHODS/STUDY POPULATION: We designed a pressure sensor to fit on a 2.5 ETT for prototype testing in 8 age adult female rabbits. Eight uncuffed age- and sex- matched rabbits served as control. Study duration was 2 hours during which pressure in the cuff was limited by novel sensor (intervention) or auscultation (control). Anesthesia was maintained with sevoflurane. Ventilation was provided mechanically. Subsequently the tracheae were removed, sectioned crosswise, and compared histologically for mucosal damage. RESULTS/ANTICIPATED RESULTS: Preliminary data demonstrated an almost 30% greater amount of intact mucosa in the intervention group. The sensor also provided data on heart rate and respiratory rate, although this signal was not optimal. After filing an invention disclosure and provisional patent, we are refining our device to include multiple compartments for local control of cuff pressure and applying for a STTR Phase I/II application. DISCUSSION/SIGNIFICANCE: Ventilation in neonates with uncuffed ETTs can be suboptimal due to leak around the tube, but cuffed ETTs pose the threat of subglottic stenosis and other complications. We have designed a prototype cuffed ETT with a sensor to maintain low cuff pressure while preventing leaks and largely avoiding damage to the tracheal mucosa.

OBJECTIVES/GOALS: This presentation outlines a novel approach to evaluating multiple risk factors for the development of dose-limiting toxicities in adolescents and young adults with cancer. This is the first to evaluate biobehavioral predictors originally identified in animal models in clinical human studies. METHODS/STUDY POPULATION: Adolescents and young adults (AYAs) have seen the slowest improvements in cancer survival and have some of the highest rates of dose-limiting mucositis (mouth sores). AYAs receiving chemotherapy with a significant chance of dose-limiting mucositis were recruited for a prospective study. Baseline perceived psychologic stress levels and inflammatory markers were collected at the time of chemotherapy administration and participants completed a daily assessment of mucositis for 14 days following chemotherapy. Logistic regression will be used to evaluate stress and inflammation as predictors of mucositis and Sobels testing will evaluate the role of inflammation as mediators in this relationship. RESULTS/ANTICIPATED RESULTS: We anticipate that, as seen in animal models, stress and inflammation will predict mucositis development. First, we hypothesize that stress levels and inflammatory markers will have a direct correlation and that the level of inflammation at the time of chemotherapy administration will predict mucositis incidence and severity. Through mediation testing, we hypothesize that inflammatory markers will explain a significant amount of the variance in mucositis also explained by stress, identifying inflammation as a mediator in this relationship. In all, we expect that stress and inflammation both predict mucositis development and will be identified as important modifiable factors that can be altered to reduce the risk of toxicity development during cancer therapy. DISCUSSION/SIGNIFICANCE: This work intends to evaluate predictors of chemotherapy-related toxicity development in AYAs with cancer and identify areas of intervention that will reduce toxicity profiles and close the gap in cancer survival for AYAs. Findings are applicable to biomedical, nursing, and psychosocial professionals and will inform future, large clinical studies

Objectives/Goals: Biomedical researchers must understand disease pathology mechanisms and participate in the translation of laboratory findings, research dissemination, and discovery implementation to improve health outcomes. Also, they need experience engaging diverse stakeholders. This requires intentional training as a translational scientist. Methods/Study Population: Our T32, pre-doctoral Translational Biomedical Sciences (TBS) Training Program addresses the 7 characteristics of a translational scientist: domain expert, boundary crosser, team player, process innovator, skilled communicator, systems thinker, and rigorous researcher. Core curriculum components include a clinical practicum where trainees shadow a clinical researcher; community-engaged research training with community member interactions to apply learned principles; a translational research informatics class with informatics, bioinformatics, and natural language processing training; a research seminar providing practical research dissemination and implementation experience; and a team science course where trainees learn to participate on/lead research teams. Trainees tailor the courses to their research areas. Results/Anticipated Results: Using the 7 characteristics of a translational scientist as a guiding framework, we developed five, one-semester courses (described above) integral to the development of the TBS trainees. The initial cohort of trainees are taking the classes, and they will evaluate the courses using Kirkpatrick’s Model, assessing reaction, learning, behavior, and results. The trainees will complete follow-up surveys annually throughout the doctoral program to evaluate ongoing changes in behavior and results. At semester end, trainees will also participate in focus groups to provide feedback about the courses, their relevance to the characteristics of a translational scientist, and barriers and facilitators to the development of the 7 characteristics. Iterative changes will be made to the courses based on trainees’ feedback. Discussion/Significance of Impact: The TBS Program will provide a comprehensive educational experience that prepares trainees for successful, independent research careers in the broad area of translational science as well as equipping them with the confidence to work across disciplines with diverse stakeholders to design, disseminate, and implement their research.

OBJECTIVES/GOALS: Recruiting under-resourced, rural nursing home (NH) staff to clinical research has proven especially difficult during COVID-19. The goal for this study was to leverage an existing group of NH providers to seek their opinions on the development of a novel person-centered risk management intervention for residents with dementia. METHODS/STUDY POPULATION: This study used community engagement studios (CES) to connect and engage with community experts (NH staff and leaders) attending, or in close vicinity to, a NH provider conference in Denver, Colorado July 25-30, 2022. Led by an experienced moderator and an assistant moderator using a semi-structured discussion guide, two CES were completed with 14 community experts. Community experts took part in a 90-minute facilitated and recorded discussion to gain their perspectives on the DIGNITY (Decision-making in aging and dementia for autonomy) study procedures and instruments along with recommendations for how to improve the acceptability, feasibility, and likelihood of intervention success. The local IRB determined this study to not be human research. RESULTS/ANTICIPATED RESULTS: Community experts most often identified as white/Caucasian (64%) females (93%) holding jobs in NHs as direct-care nurse/nursing aide (n=5), nurse supervisor/director (n=4), other NH leadership (n=3), nursing aide union organizers (n=2), and state surveyor (n=1). The primary outcomes of the CES were suggestions that could be used to adapt the elements of the study design. Following CESs, transcripts were reviewed and summarized on a rapid feedback table. The study team made changes to five of the six intervention elements based on expert feedback. Most experts (79%) agreed that the DIGNITY intervention was acceptable, appropriate, and feasible to implement in the NH community. DISCUSSION/SIGNIFICANCE: This study highlighted the voices of NH staff and leaders that is often underrepresented in research development and provides critical information for how to adapt a novel intervention for future testing in rural NH communities. Results also support the usefulness of CES as a method to develop practical interventions in NH communities.

OBJECTIVES/GOALS: Premature birth and its complications are among the largest contributions to infant death within the US. The rates of premature birth and infant death are significantly higher among African Americans. Therefore, there is an urgent need to understand the biological and social drivers of this health disparities to improve birth outcomes. METHODS/STUDY POPULATION: This is a retrospective cohort study of premature infants (< 28 weeks estimated gestational age, birth weight < 1500g) born within 2018 and 2021 to mothers who identify as either African American, or White/Caucasian Non-Hispanic and are cared for at Saint Louis Children’s Hospital Neonatal Intensive Care Unit. EPIC collected data will include maternal and fetal factors and social determinants of health (SDOH). ICD-9, ICD-10 codes for primary outcomes include grade 3-4 Interventricular Hemorrhage, moderate-severe Bronchopulmonary Dysplasia, Stage 2+ Necrotizing Enterocolitis, and moderate-severe Retinopathy of Prematurity. Will develop a composite variable score using the SDOH for risk/no risk using that for each disease outcome and mortality. Will use Chi-square test or T-test to compare groups. RESULTS/ANTICIPATED RESULTS: We are currently in the data collection phase of the study, but we anticipate seeing an increase in risk of all-cause morbidity as well as all-cause mortality for infants born to Black mothers compared to infants born to White mothers. We anticipate higher levels of disadvantage (increased area deprivation scores) and lower access to the goods and services deemed necessary for appropriate care of Black mothers and subsequent relation to outcomes for their infants. DISCUSSION/SIGNIFICANCE: Following analysis and assessment of that analysis we will discuss these findings and the impact on the general population and the needs for improvement and implementation of interventions upstream in the care of the vulnerable and special mother-baby-dyad population.

OBJECTIVES/GOALS: 1) In this literature review we want to explore the literature on DMHI (Interventions delivered via digital technologies, such as smartphones, websites, or text messaging), specifically designed to treat Posttraumatic Stress Disorder (PTSD), and/or to promote positive change & resilience after trauma. 2) We also want to evaluate the literature in terms of the theoretical model used in each DMHI, engagement, effectiveness, & potential harms/challenges. METHODS/STUDY POPULATION: We will review the literature that describes DMHI for PTSD, resilience, & positive change in persons exposed to psychological trauma (Exposure to actual or threatened death, serious injury, or sexual violence, as defined by the fifth edition of the Diagnostic & Statistical Manual of Mental Disorders). We will review the following databases: PsychINFO, EBSCOhost, PubMed, & PsychiatryOnline. The following inclusion criteria will be used: 1) Interventions delivered by computer, smartphones, or online, 2) studies published between 1999-2019. Exclusion criteria will include reviews, opinion, or discussion articles, & unpublished works. RESULTS/ANTICIPATED RESULTS: We expect to find that the most popular therapeutic model for DMHI is cognitive behavioral therapy. We also expect to find a higher number of web-based interventions, as opposed to phone-based interventions, or other types of DMHI. We also expect to find variable drop-out rates, low engagement, & small to moderate effect sizes. DISCUSSION/SIGNIFICANCE OF IMPACT: We expect our contribution to center on evaluating available DMHI for psychological trauma. This systematic literature review is expected to provide scientific justification for the development (or validation), & implementation of a DMHI that takes into account the results of previous studies. This contribution is expected to be significant because it will help in choosing, or developing an effective future intervention with DMHI. CONFLICT OF INTEREST DESCRIPTION: There is no conflict of interest in this study.

OBJECTIVES/GOALS: Geographic and linguistic isolation is associated with negative mental health outcomes, including increased risk for suicide, among ethnic/racial minorities. This study explores the feasibility of using smartphone technology with active and passive sensing to assess mental health symptoms and social behavior among at risk Spanish-speakers. METHODS/STUDY POPULATION: Participants were 13 Spanish-speaking adult outpatients who reported hopelessness/suicide ideation in the last month. Participants completed a baseline interview, 2-weeks of remote ecological momentary assessments (EMA; 4xday) using a smartphone with optional passive sensing (GPS, ambient sound recording), and a final interview. All participants identified as Hispanic (84.6% female, M age = 42.24 years). 53.8% identified as White, with 46.2% reporting race as Other (e.g., Indio, Trigueña). On average, participants had lived in the USA for 6.56 years (SD = 12.63 years). A majority (69.2%) met for Major Depressive Episode Current. At baseline, 53.8% reported passive and 23.1% reported active suicide ideation in the last month. 46.2% of participants reported a previous suicide attempt. RESULTS/ANTICIPATED RESULTS: A majority (84.6%) of participants consented to all passive data collection (GPS tracking and ambient sound recording). One participant dropped out after baseline and did not complete the EMA study portion. Participants completed on average 76.93% EMA survey instances (SD = 18.01%). Baseline depression/anxiety severity were significantly positively associated with symptom severity at 2-week follow-up (p < .01); however, baseline suicide ideation was not associated with ideation at follow-up. Participants did not report significant changes in mood or ideation from baseline to 2-week follow-up. Symptom severity at baseline was not associated with EMA instances completed. Percent of EMA instances completed were also not associated with symptom severity at follow-up, controlling for baseline severity. DISCUSSION/SIGNIFICANCE OF IMPACT: Results support the feasibility of smartphones to assess mental health symptoms and behaviors in real time, real world settings with Spanish-speakers. A majority of patients consented to active and passive remote assessments. Adherence to remote EMA was good and study attrition was minimal. Implications and future directions will be discussed.

Objectives/Goals: Develop trauma-informed, victim-centered care skills. Foster student-led, translational research on trauma and victim services engage students in public policy and public health engagement support professional growth through research presentation and publication. Methods/Study Population: A review of the 2018–2021 mentorship program that engaged ten graduate students from diverse institutions (seven from San Juan Bautista School of Medicine, one from Interamerican University, one from UPR-Medical Sciences Campus, and one from Ponce Health Sciences University). Students participated in trauma-informed and victim-centered research projects focusing on sexual violence, child abuse, and victim services. They were mentored by Dr. Linda Laras and Dr. Linda Pérez at the Puerto Rico Health Justice Center, receiving hands-on experience through case discussions, literature review, research design, data collection, and presentations at the Start By Believing Symposium. Results/Anticipated Results: From 2018 to 2021, students developed trauma-informed care skills and conducted research on topics such as therapy dogs in courtrooms, victim services, and the impact of child sexual abuse. The results of this mentorship program included a publication in Cureus (10.7759/cureus.13644) and presentations at the Start By Believing Symposium, attended by legal and community professionals. The Fundación Intellectus Sexual Violence Research Scholarship was awarded, and the research earned award winning posters at multiple symposiums, including the SJBSM Interdisciplinary Research Symposium. Discussion/Significance of Impact: This mentorship translates trauma-informed research into real-world applications for sexual violence intervention. Medical students gain practical skills to address trauma in residency, while public health students shape policy. These research efforts have resulted in best practices and policy changes in Puerto Rico.

OBJECTIVES/GOALS: METHODS/STUDY POPULATION: Utilized novel TS evaluation methods and tools: - Translational Science Case Study protocol adapted to examine translational support service practices, barriers and facilitators influencing translational movement. - Translational Science Benefits Model (TSBM) Checklist elements for translational/research impact analysis. Triangulated diverse data sources: - Primary data: semi-structured interviews with translational service stakeholders. - Secondary data: service’s applications, reports, and publications; public stories/news related to their research support; scientific publications; organizational/policy documents; and interviews with research stakeholders featured in published sources. RESULTS/ANTICIPATED RESULTS: Translational challenges include: complexity and constant change of health data; lack of data/informatics literacy amongst researchers; limited appreciation and funding for research data services; silos of functionality and data related to biomedical informatics. Translational facilitators are: the UMN CTSA support; available infrastructure and knowledge base; researchers as the best promoters for services; multidisciplinary collaborations with research/community/healthcare teams; best practice approaches; and learning by doing. The translational/research support service contributes to community and public health, clinical/medical benefits, data literacy, catalyzing data-rich research, and health equity. DISCUSSION/SIGNIFICANCE: The evaluation case study provides evidence and lessons learned related to translational benefits, challenges, and facilitators of a successful translational research support service integrating best informatics practices in clinical research and contributing to health equity improvement.

OBJECTIVES/SPECIFIC AIMS: To evaluate the NIH-sponsored Best Practices for Social and Behavioral Research e-learning course. METHODS/STUDY POPULATION: Four universities partnered in a pilot study to evaluate this new course. Outcomes from 294 participants completing the course included efficient progress through the training, perceived relevance of the course to current work, level of engagement with the course material, intent to work differently as a result of the course, and downloading digital resources. RESULTS/ANTICIPATED RESULTS: Participants rated the course as relevant and engaging (6.4 and 5.8 on a 7-point Likert scale) and 96% of respondents said they would recommend the course to colleagues. Qualitative analysis of participant testimonials suggested that most respondents had a readiness to change in the way they worked as a result of the course. Overall, results suggest participants completed the course efficiently, perceived outcomes positively and worked differently after the training. DISCUSSION/SIGNIFICANCE OF IMPACT: These results will inform new guidelines for future participants (e.g., average time to complete, expectations for knowledge checks in the training). Future studies should include larger samples and closer coordination and communication between study sites.

OBJECTIVES/SPECIFIC AIMS: Identify the impact of the provision of clinical and translational research training awards on investigators’ pursuit of clinical and translational research careers. METHODS/STUDY POPULATION: Propensity score matching and qualitative analysis/investigators receiving MICHR’s KL2 research training awards. RESULTS/ANTICIPATED RESULTS: While the evaluations of the impact of this service have shown participants find them to be valuable it is expected that participation in the workshop may be more beneficial to investigators with certain types of prior research experiences and who utilize more CTSA research support. DISCUSSION/SIGNIFICANCE OF IMPACT: Because this evaluation of a research service incorporate data representing investigator’s receipt of different CTSA resources, the findings can be used to inform the ongoing coordination of these services in ways that optimize their impact on the production of clinical and translational research. There is an enduring need for evaluations of CTSA programs to account for investigators’ use of different constellations of research services in order to identify what combinations of services over time are most effective at fostering successful clinical and translational research careers.

Objectives/Goals: Micro-credentials (MCs) or digital badges are short programs designed to allow learners to gain knowledge and skills at their own pace to tailor their professional development. This study aims to examine the characteristics of learners completing MCs and explore their motivation for pursuing MCs through the University at Buffalo Clinical and Translational Science Institute (CTSI) program. Methods/Study Population: Currently, the CTSI offers five MCs in Effective Teaching, Good Clinical Practice, Responsible Research, Scientific Communication, and Translational Teamwork. Individuals who completed an MC (2019–2024) were identified by the UB Office of Micro-credentials. An invitation email and two reminders were sent to all individuals who received MCs asking them to complete a short online survey in July-August 2024. The survey included three questions about the type(s) of MCs completed, learners’ motivation for pursuing MCs, and perceived or actual benefits of completing an MC. The questions included multiple choice, select all that apply, and open-ended format, respectively. The survey was sent using Google Forms; data were analyzed using descriptive statistics. We received 25 completed surveys (29% response rate). Results/Anticipated Results: Since 2019, 85 individuals completed MCs at Buffalo CTSI including 21 faculty, 18 trainees, 26 students, and 20 staff. The most popular MC, Responsible Research (65% of completers), is based on the Responsible Conduct of Research series, which consists of modules on authorship ethics, ethical use of animals (IACUC) and human subjects (IRB), conflicts of interest/commitment, and responsible data acquisition and management. We found that 33% of responders were motivated to obtain the MC to advance their career and for professional development, 30% for lifelong learning, and 23% intended to use the badges to showcase their proficiency to potential employers. The greatest benefits reported were to obtain knowledge/skills for their professional career (46%) and improve their ability to receive research funding (14%). Discussion/Significance of Impact: Micro-credentials are valuable learning tools to stay current on changing research requirements, with ability to engage asynchronously. Badges also provide unique professional development opportunities for students and research workforce (staff and community stakeholders) who have limited resources (time and money).

OBJECTIVES/GOALS: To demonstrate how brief online audiovisual presentations, “learning shots”, informed by evaluation, can be used to quickly and effectively provide essential just-in-time research-related education in the complex and evolving world of clinical and translational science. METHODS/STUDY POPULATION: “Learning shots” are an educational tool, originally developed by the University of Virginia IRB for Health Sciences Research, that cover a broad spectrum of methodological, regulatory, and ethical topics in research. They are designed to be responsive to adult learners, a rapidly changing research environment, and the need for flexible offerings. Learning shots target different groups involved in research including clinical research coordinators, investigators, and trainees. A survey was used to assess the role of learning shots in meeting learning needs. Moving forward, continuous evaluation will occur through the addition of tracking and a short evaluation survey to each learning shot. RESULTS/ANTICIPATED RESULTS: The University of Virginia has an online library of over 30 learning shots. Learning shots are used to cover foundational topics (e.g. GCP) as well as more specialized topics (e.g. comparative effectiveness research). They can also be used to quickly respond to breaking issues (e.g. single IRB review). In an initial survey targeting University of Virginia clinical research coordinators, 54 (68%) of 79 respondents reported having viewed a learning shot. Among those who had, 41 (84%) of 49 respondents reported that learning shots were helpful to their learning needs. Continuous evaluation is expected to further inform how learning shots meet clinical and translational science education needs. DISCUSSION/SIGNIFICANCE OF IMPACT: Learning shots are an innovative and versatile educational tool for clinical and translational science that can be used to quickly and effectively convey important research information in response to an increasingly complex research environment and diverse learner needs.

OBJECTIVES/GOALS: Almost 8 million Americans live with disability caused by stroke. However, recent advances in stroke rehabilitation are costly and lack resemblance to activities of daily living. The goal of this study was to develop a rehabilitation platform to increase stroke patients paretic limb use using inexpensive virtual reality and exoskeleton devices. METHODS/STUDY POPULATION: We conducted a feasibility study with 2 hemiplegic stroke participants. They reached for targets in a virtual reality environment using both hands. They completed 162 reaches divided into 3 blocks. Following baseline, we used an exoskeleton to provide 50% arm weight compensation to the paretic limb and used wrist weights to provide 50% arm weight resistance to the non-paretic limb. We removed the exoskeleton and wrist weights during the retention block. We used electromyography to approximate muscle activity in the biceps brachii. Relative contribution (RC) was calculated as the displacement of the paretic arm divided by the sum of displacements for both arms. Muscle contribution (MC) was calculated as the root mean square of paretic arm muscle activity divided by the sum of activity for both arms. RESULTS/ANTICIPATED RESULTS: During baseline, RC of the impaired limb was 44% and 48%, and MC of the impaired bicep was 43% and 35% in two mild to moderately impaired patients (Fugl-Meyer Upper Extremity scores of 43 and 37, respectively). During loading, RC increased by 5.6% and 1.1% and MC decreased by 8.3% and 11.8%. These data suggest hemiplegic stroke participants alter limb coordination when our device normalizes muscular output asymmetries between limbs. Importantly, these results closely match data from our previous work in 12 healthy controls, where we found a 2% increase in RC is significantly predicted by a 11% decrease in MC. By collecting more data on stroke patients, we will quantify this tradeoff between coordination and muscle activity modulation, allowing us to optimize the exoskeleton mechanics to maximize paretic limb use. DISCUSSION/SIGNIFICANCE: We demonstrate our platform is well tolerated by mild to moderately impaired stroke patients; this feasibility study forms the basis for low cost at-home technologies for stroke rehabilitation. With further development, clinicians can use our platform to fine-tune the level of limb constraint based on the individual needs of the patient.

OBJECTIVES/SPECIFIC AIMS: Translational Science 101 aims to: (1) Orient the public to the field of clinical and translational science; (2) Provide a brief overview of each phase of translation (T0-T4); (3) Provide real-world examples of clinical and translational researchers and research projects that have directly impacted patients; (4) Provide learners with information on how they can become involved in clinical and translational science through many different avenues (study volunteer, student, faculty member, or study coordinator). METHODS/STUDY POPULATION: The primary audience for Translational Science 101 is the general public and media outlets who are interested in learning more about clinical and translational science and how this research is improving population health. The University of Rochester Clinical and Translational Science Institute created the course in order inform the public about the field of clinical and translational science, orient the public to the types of research that fall under the translational science umbrella, and demonstrate how translational research impacts populations. The Coursera Massive Open Online Course (MOOC) platform was selected to host the course in order promote the greatest level of exposure and also to expand the educational reach of the UR-CTSI to new external audiences. The course was constructed from scratch utilizing the Community of Inquiry (CoI) framework, an approach that is often utilized to guide the design and construction of asynchronous online coursework. CoI highlights the elements of social presence, cognitive presence and teaching presence as key factors impacting the educational experience learners have when enrolled in an online course. Discussion boards, embedded quizzes, and end of module quizzes were integrated in to the course design to promote learner engagement, collaborative learning, and interactions among learners. The “storytelling” instructional strategy is the backbone of the Introduction to Clinical Science modules, with various researchers from the University of Rochester Medical Center explaining their lines of research and how the research impacts patients and communities. Educational research has shown that there are many benefits to including storytelling in instruction (Green, 2004; Geanellos, 1996), including: (1) Stories create interest: The narrative structure increases learner interest and engagement as they are drawn in to a good story. (2) Stories create a more personal link between the learner and the content: Storytelling allows exploration of shared lived experiences without the demands of practice and allows students to make connections between the shared experiences and their own previous experiences and knowledge. (3) Stories provide a structure for remembering course materials: The inclusion of stories facilitates remembering because it is easier to remember a story rather than a list of disparate facts, and stories evoke vivid mental images which are an excellent cue for recall. (4) Stories are a familiar and accessible form of sharing information: Storytelling aids in overall learner understanding as it is a nonthreatening way of sharing information. Storytelling can also enhance course discussions as students feel more at ease discussing a story than discussing abstract or new concepts that they are still in the process of mastering. RESULTS/ANTICIPATED RESULTS: Introduction to Translational Science was launched on October 16, 2017, and is automatically scheduled to begin a new session every 3 weeks. To date the course has reported the following analytics: (1) 2308 learners have visited the course page, (a)476 learners have enrolled in the course; (b) 244 learners are currently active in the course; (c) 11 learners have completed all of the requirements of the course. (2)Learners by Continent, (a) North America 31%; (b) Asia 30%; (c) Europe 23%; (d) Africa 9%;(e) South America 5%; (f) Oceania 2%. (2) Learners by Country: Learners have come from 84 different countries from around the world. The 15 highest enrollment numbers are: (a) USA 25%, (b) India 11%, (c) Egypt 3.7%, (d) United Kingdom 3.4%, (e) Mexico 3.2%, (f) Brazil 2.8%, (g) China 2.8%, (h) Saudi Arabia 2.2%, (i) Spain 2.2%, (j) Germany 1.7%, (k) Russian Federation 1.7%, (l) Malaysia 1.5%, (m) Turkey 1.5%, (n) Italy 1.5%, and (o) Canada 1.5%. (3) Gender: 48% women and 50% men. (4) Age: (a) 13–17: 0.72%, (b) 18–24: 19.6%, (c) 25–34: 44%, (d) 35–44: 14.4%, (e) 45–54: 8.6%, (f) 55–64: 7.2%, (g) 65+: 3.6%. (5)Highest Education Level o Doctorate Degree: 17%; (a) Professional School Degree: 14%; (b) Master’s Degree: 31%; (c) Bachelor’s Degree: 27%; (d) Associate’s Degree: 2.3%; (e) Some College But No Degree: 4.5%; (f) High School Diploma: 3.8%; (g) Some High School: 0.75%. DISCUSSION/SIGNIFICANCE OF IMPACT: The Massive Open Online Course (MOOC) platform offers new, exciting opportunities for CTSA institutions to create courses and trainings that are accessible by learners all over the world. This greatly expands the educational reach that the CTSA education programs can have, moving beyond hub-focused or consortium-focused education to a much broader audience. The expansion of educational reach can promote increased visibility of the CTSA program, encourage collaborations amongst researchers at different institutions, and also inform the public about clinical and translational science, potentially fostering advancement opportunities.

ABSTRACT IMPACT: This study provides insights on how to replicate a successful initiative for preventing unintended teen pregnancy. OBJECTIVES/GOALS: Reducing unintended teen pregnancy is a national health priority, and a recommended strategy is to increase awareness and availability of long-acting reversible contraception (LARC). The Rochester LARC Initiative did this, and teen LARC use rose from 4% to 24%. The goal of this study is to determine key elements for replicating the intervention. METHODS/STUDY POPULATION: Our initiative used an innovative approach we call ‘community detailing’ to deliver education about LARC to adults working with teens. We analyzed the intervention goals, design components, implementation strategies, and public health outcomes. Our analysis was informed by the CDC model for Promoting Science-Based Approaches to Teen Pregnancy Prevention Using Getting to Outcomes (PSBA-GTO), Diffusion of Innovations, and RE-AIM framework for implementation outcomes. We compared our model with characteristics of LARC-promotion efforts, as well as successful health education campaigns. We tabulated the components of our intervention across theoretical domains, aiming to determine essential elements of effective design, adaptation, and dissemination & implementation. RESULTS/ANTICIPATED RESULTS: The initiative incorporated multiple components common to successful health education programs: measurable behavior-change outcomes; formative research before roll-out; tailored communications for different audiences; speakers who were credible, knowledgeable and skilled communicators; content that was new to recipients and essential for decreasing barriers to desired behaviors. It included elements of successful LARC promotion/teen pregnancy prevention programs, such as organizing information by effectiveness of methods and using youth-empowering messaging. It differed from other successful programs by offering discussions to adults who work with teens in both medical and community settings. This analysis also highlights unintended positive ripple effects. DISCUSSION/SIGNIFICANCE OF FINDINGS: These results establish how community detailing is effective for disseminating actionable information about the safety, efficacy and availability of LARC. These insights could inform other prevention initiatives. An anticipated practical product of this study will be a user-friendly manual for replicating the LARC Initiative in other locations.