ABSTRACT IMPACT: We present new programs aimed at training, retaining and preparing a diverse cadre of scientists to lead the field in transforming population health and advancing health equity OBJECTIVES/GOALS: To mitigate biases inherent to the R01 grant funding process, trainees from backgrounds underrepresented in medicine (URM) may benefit from enhanced mentorship and a longer ‘runway’ to funding. As such, we have deployed two synergistic programs that aim to support URM retention and advancement. METHODS/STUDY POPULATION: The URM Program for Advising in Research and Development (UPwARD) pairs URM trainees with 2 mentors: 1) an institutional leader from outside their discipline to serve as an internal advocate and 2) an external eminent scholar who will facilitate the scholar’s development and prominence within their discipline. Additionally, the KL2 Program to Launch URM Success (KL2 PLUS) offers URM trainees a third year of funding to focus on scholarship, grant writing and leadership development. Four specific training components of KL2 PLUS include: 1) PLUS II Seminar Series, 2) Faculty Success Program, 3) attendance at the AAMC Minority Faculty Leadership Conference, and 4) CTSI Committee Service. RESULTS/ANTICIPATED RESULTS: Along with measures of productivity (papers, grants, K to R transition), we will utilize social network analyses and measures of collaboration, retention, and future CTSI engagement to evaluate the programs “success’‘ as both are designed to enhance trainee scholarly development and expand their professional and social networks. UPwARD does so by supporting engagement with external mentors at professional meetings and travel to present work across institutions. PLUS writing accountability groups will enhance publication rates and grant submissions, while also building connections with other URM faculty. Trainees also serve on IN CTSI committees to groom talent for future IN CTSI leadership. DISCUSSION/SIGNIFICANCE OF FINDINGS: Systemic inequities underlie the ‘leaky pipeline’ challenge we face in cultivating a diverse cadre of senior scientists and independent investigators. With intentional programming and targeted investments, IN CTSI aims to advance more equitable funding outcomes and diverse leadership.

OBJECTIVES/SPECIFIC AIMS: Epidemiologic studies have found that the incidence of pancreatic cancer is greatest in countries that consume diets high in fat. The gastrointestinal peptide cholecystokinin (CCK) is released from the duodenum in response to dietary fat. CCK has also been shown to stimulate growth of pancreatic cancer through the CCK receptor that is over-expressed on pancreatic cancer cells. The aim of this investigation was to determine if dietary fat promotes growth of pancreatic cancer through the actions of CCK at its receptor. METHODS/STUDY POPULATION: The effects of dietary fat on growth of murine Panc02 pancreatic cancer xenografts were studied in 3 different systems with immune competent mice: (1) pharmacologic blockade with a CCK receptor antagonist, (2) genetic knockout of the CCK receptor by CRISPR, and (3) in genetically engineered mice lacking the CCK peptide (CCK-KO). After injection of 2×106 Panc02 cells subcutaneously, mice were fed either a high-fat diet or a control diet for 37–42 days. Tumor volumes and weights were measured and histology performed. RESULTS/ANTICIPATED RESULTS: Dietary fat significantly increased the size of pancreatic cancer xenografts and this effect was reversed by CCK receptor blockade. Receptor antagonist therapy also significantly reduced tumor-associated fibrosis and increased the influx of CD8+ lymphocytes in the micro-environment. Panc02 cancer cells lacking CCK receptors failed to respond exogenous administration of CCK in vitro and to dietary fat in vivo. Dietary fat did not stimulate Panc02 tumor growth in CCK-KO mice. DISCUSSION/SIGNIFICANCE OF IMPACT: The mechanism by which dietary fat stimulates growth of pancreatic cancer is by CCK and this effect is independent of obesity. This is a significant finding because of the potential beneficial effects of medications which can block the effects of CCK in populations at risk for pancreatic cancer consuming a high-fat diet.

This special issue of the Journal of Clinical Translational Science on Institutional Transformation provides strategies to strengthen community and patient engagement in research in which collaborative knowledge creation is valued and centered in the history, knowledge, and evidence within communities. Recognizing the important role of academic health centers, schools of public health and research institutes in engaged research, the guest editors sought articles that challenged institutions to transform policies, practices, norms and structures towards power-sharing in research and towards commitment to sustainable research partnerships for health equity. While these articles were mostly written before the current context of large-scale terminations of grants and programs, this special issue recognized the well-founded historical distrust of communities in academic centers and the ongoing challenges of regaining trust in science. We first provide an historical context of institutional barriers and facilitators of engaged and participatory research and then review articles, including from the Engage for Equity PLUS national initiative. We end with recommendations for the field, as we recognize we still need to be self-critical about the structures that maintain academic dominance in research rather than valuing multiple ways of knowing and the importance of communities for authentic co-creation and leadership of research.

The first human case of monkeypox virus (Mpox) was reported in 1970. In the years after 1970, human infection with Mpox and human-to-human transmission was not widely observed, and more cases were seen in endemic areas. In that year, Mpox spread was confirmed through the export of infected animals to other parts of the world. Every few years, sporadic infections were reported in different parts of the world from human contamination and human-to-human transmission. In recent years, with the slow decline of the COVID-19 pandemic, the outbreak of Mpox was observed in many countries of the world. To deal with the spread of this viral infection, we need to know the ways to diagnose the infection, treat the infection, care for the patients, and implement a wide program of vaccination. Currently, there are no specific drugs available for this virus, but according to previous studies related to smallpox, drugs such as tecovirimat, cidofovir, and brincidofovir, which were used for smallpox and other orthopoxviruses in the past, can be considered to deal with Mpox. Also, some vaccines such as JYNNEOS, IMVAMUNE, and MoVIHvax that have been used against smallpox can be useful to some extent in preventing Mpox.

The attitudes toward genomics and precision medicine (AGPM) measure examines attitudes toward activities such as genetic testing, gene editing, and biobanking. This is a useful tool for research on the ethical, legal, and social implications of genomics, a major program within the National Institutes of Health. We updated the AGPM to explore controversies over mRNA vaccines. This brief report examines the factor structure of the updated AGPM using a sample of 4939 adults in the USA. The updated AGPM’s seven factors include health benefits, knowledge benefits, and concerns about the sacredness of life, privacy, gene editing, mRNA vaccines, and social justice.

Evidence is limited on how to synthesize and incorporate the views of stakeholders into a multisite pragmatic trial and how much academic teams change study design and protocol in response to stakeholder input. This qualitative study describes how stakeholders contributed to the design, conduct, and dissemination of findings of a multisite pragmatic clinical trial, the COMprehensive Post-Acute Stroke Services (COMPASS) Study. We engaged stakeholders as integral research partners by embedding them in study committees and community resource networks that supported local sites. Data stemmed from formal focus groups and continuous participation in working groups. Guided by Grounded Theory, we extracted themes from focus group and meeting notes. These were discussed as a team and with other stakeholder groups for feasibility. A consensus approach was used. Stakeholder input changed many aspects of the study including: the care model that treated stroke as a chronic condition after hospital discharge, training for hospital-based providers who often lacked awareness of the barriers to recovery that patients face, support for caregivers who were essential for stroke patients’ recovery, and for community-based health and social service providers whose services can support recovery yet often go underutilized. Stakeholders brought value to both pragmatic research and health service delivery. Future studies should test the impact of elements of study implementation informed by stakeholders vs those that are not.

The Centers for Medicare & Medicaid Services have mandated that hospitals implement measures to screen social determinants of health (SDoH). We sought to report on available SDoH screening tools. PubMed, Scopus, Web of Science, as well as the grey literature were searched (1980 to November 2023). The included studies were US-based, written in English, and examined a screening tool to assess SDoH. Thirty studies were included in the analytic cohort. The number of questions in any given SDoH assessment tool varied considerably and ranged from 5 to 50 (mean: 16.6). A total of 19 SDoH domains were examined. Housing (n = 23, 92%) and safety/violence (n = 21, 84%) were the domains assessed most frequently. Food/nutrition (n = 17, 68%), income/financial (n = 16, 64%), transportation (n = 15, 60%), family/social support (n = 14, 56%), utilities (n = 13, 52%), and education/literacy (n = 13, 52%) were also commonly included domains in most screening tools. Eighteen studies proposed specific interventions to address SDoH. SDoH screening tools are critical to identify various social needs and vulnerabilities to help develop interventions to address patient needs. Moreover, there is marked heterogeneity of SDoH screening tools, as well as the significant variability in the SDoH domains assessed by currently available screening tools.

ABSTRACT IMPACT: The Wake Forest School of Medicine Mentor Academy has adapted to provide continued effective and relevant formal mentoring training to translational researchers in a virtual format, to improve mentoring and provide effective mentor-mentee communication tools. OBJECTIVES/GOALS: To determine whether the WFSM Mentor Academy (MA), an effective long-standing mentoring program for research faculty, is compromised after moving from an in-person to an online format as a result of COVID-19 restrictions. METHODS/STUDY POPULATION: A vetted National Research Mentoring Network (NMRN) implemented at WFSM addresses 6 major competencies (Effective Communication, Aligning Expectations, Assessing Understanding, Addressing Equity/Inclusion, Fostering Independence, Promoting Professional Development) over 6 months with 10 sessions (20 contact hrs). COVID-19 required that the MA (13 participants) move to an online format after 3 (out of 10) in-person sessions. We survey 26 self-rated mentoring competencies pre- and post MA, based on a numerical 7-point scale (abstract published for ACTS 2020) and, in 2020, included additional assessments of online versus in-person MA satisfaction/effectiveness and perceived impact on abilities of MA participants to mentor in an exclusively virtual format. RESULTS/ANTICIPATED RESULTS: All 13 participants responded to the survey and rated the online format as effective (9) or somewhat effective (4) for learning content. However, for participant interactions, only 4 found it effective and 9 somewhat effective. When assessing ability to mentor in a virtual format, most negatively affected competencies were ‘helping your mentee network effectively’ (7 of 13), ‘motivating your mentee’ (7), and ‘identifying and accommodating different communication styles’ (6). Goal setting (research goals, career goals) was rated easier under COVID-19 restrictions by 3 mentors. Increases in Pre-Post self-expressed mentoring effectiveness (+1 pt quality; +1 pt meeting mentee expectations) are similar to historical values, and 12 of the 13 mentors changed mentoring practices based on MA experiences. DISCUSSION/SIGNIFICANCE OF FINDINGS: While 2020 ratings for increased effectiveness are similar to prior years, since the 2021 MA will remain online, we will adjust content to address challenges identified in training mentors and in mentoring trainees in virtual settings by strategies to keep MA participants engaged online and sharing new resources for virtual/hybrid format mentoring.

Objectives/Goals: This project applies a novel approach (goal-activity congruence) to evaluate a project-based CHW certification course in Houston, Texas. Objectives: (1) improve understanding of learner motivation and (2) develop alternative assessment methods for non-degree healthcare training programs. Methods/Study Population: Data were collected using voluntary pre-post-training surveys including self-reported measures of expected and experienced growth toward learner-articulated goals. As part of the post-training survey, learners were shown text from individual goals developed at the beginning of the course and asked to connect these goals with instructor defined activities from the training. Learners also responded to multiple open-ended items focused on the contribution their training experience made to their career journey and their biggest lessons learned. Data were analyzed using descriptive statistics (goal-activity congruence and self-reported growth) and thematic analysis of qualitative responses. Results/Anticipated Results: Response rates were 50% at entry and 43% at exit. Most respondents reported experiencing “lots” of progress toward their goals (65%), and 93% reported that the training was largely or partly responsible for this progress. Learners reported that the most helpful program activities contributing to their goals included: the community health project (69%), motivational interviewing role plays (66%), and the Logic model assignment (66%). Qualitative themes that emerged included: development of knowledge and motivation to help their community, learning to develop skills and gain access to resources that will contribute to career and community, and helped them to better understand how to help others. Discussion/Significance of Impact: This study demonstrates the viability and value of including activity-goal congruence as a part of training program evaluations. While providers should not be solely guided by learner goals when developing training curriculum, considering them will lead to more effective and well-received trainings.

OBJECTIVES/GOALS: To identify insights and challenges in community engaged research for the academy and community. To develop an online platform to match academic and community partners; promote networking; and provision of key resources. METHODS/STUDY POPULATION: Using a human-centered design approach, 19 interviews were conducted with academics, community organizations and members, and other CTSAs. The interviews focused on understanding CEnR challenges and processes in partnership formation. RESULTS/ANTICIPATED RESULTS: Findings revealed the following 10 challenges to and insights about CEnR: (1) time intensive; (2) lack of knowledge; (3) differing motivations; (4) connections occur through networking; (5) topic area, proximity, and readiness influence partnerships; (6) organizational turnover; (7) promotion pressure; (8) collaboration throughout; (9) navigator for partnership; and (10) lack of shared language. Also, a CEnR system flowchart revealed the following five phases of an effective partnership: 1) generating interest; 2) learning process; 3) connecting with the right partner; 4). Defining the research question; and 5) implementing research as a partnership. DISCUSSION/SIGNIFICANCE: In conclusion, input from academicians and community members support the need for an online platform like M-REACH to facilitate CEnR partnerships, networking, and resources to address significant public health issues through translational research.

OBJECTIVES/SPECIFIC AIMS: Incomplete spinal cord injury (iSCI) is a life-long disability that typically results in a profound loss of locomotion capability. Current rehabilitation methods rarely restore full community ambulation, which in turn limits quality of life. Most individuals with iSCI exhibit persistent deficits in eccentric muscle control and reach recovery plateaus below the levels necessary for independent community ambulation. Eccentric motor control is essential during the weight acceptance phase of gait, which is emphasized during downhill walking. METHODS/STUDY POPULATION: The overground locomotion of subjects with chronic iSCI was analyzed both prior to and following a 12-week downhill body-weight-supported treadmill training regimen and compared to that of matched healthy controls in terms of kinematics, kinetics, and EMG activation. RESULTS/ANTICIPATED RESULTS: We expect to find significant differences between the controls and subjects with iSCI, with deficits in eccentric motor control accounting for some of these differences. In addition, we expect the downhill training to yield significant improvement in eccentric muscle control that translates into improvements in functional, overground walking for the subjects with iSCI. DISCUSSION/SIGNIFICANCE OF IMPACT: The goal is to determine if downhill training can improve eccentric motor control and extend recovery beyond established plateaus. OpenSim modeling of the experimental data will help quantify changes in eccentric control of individual muscles to clarify where specific gains are made.

OBJECTIVES/SPECIFIC AIMS: Sexual violence (SV) is a public health crisis. High rates of SV are observed among college-age youth, yet holistic interventions are currently lacking. The purpose of this study was to conduct a pilot feasibility and acceptability test of a WebApp, MKit, which translates a clinical life skills approach to influence the health and well-being of university students. METHODS/STUDY POPULATION: We randomized two residence halls at a public university in the Midwest into a control group (n=139) that received typical university programming around SV and healthy relationships, or an intervention group (n=122) receiving MKit and the usual SV programming. We used online surveys to assess acceptability, feasibility, and usability at 3- and 5-months. Focus groups were conducted with a subsample of participants at 5-months to further investigate safety. RESULTS/ANTICIPATED RESULTS: The mean number of uses of MKit was 2.84 in a 5-month period. The majority of intervention participants endorsed the acceptability and usability of MKit as easy to use, well integrated, accessible, and easy to learn quickly. There were no concerns regarding personal safety. DISCUSSION/SIGNIFICANCE OF IMPACT: MKit provides a promising resource platform to deliver messages regarding healthy relationships and SV within the university context. By delivering SV-related content through a holistic life skills approach, MKit may offer new opportunities to reach and engage a wide range of students on how to foster healthy relationships.

ABSTRACT IMPACT: We report a novel metric for assessing clinical informatics fellows relative to their personal goals, using standardized milestones that have been approved for the field by ACGME. OBJECTIVES/GOALS: ACGME has defined 20 milestones that serve as the goals for fellows in clinical informatics. Each fellow is rated from 1 to 5 on the achievement of each milestone, where 1 is entry-level, 4 is the level expected of a graduating fellow, and 5 is aspirational. We assessed fellows’ progress toward the personal goal levels that they set for each milestone. METHODS/STUDY POPULATION: At the start of the fellowship, we asked each fellow to rate the personal target levels that they want to achieve for each milestone. Since the default target level of achievement for a graduating fellow is a 4, we asked fellows to document exceptions from this target. We calculated a metric for each fellow’s achievement of each milestone as their achievement rating (assigned by mentors and rotation leaders during the semi-annual Clinical Competency Committee meeting) divided by the fellow’s desired level of achievement. In summarizing across the milestones, we counted those milestones having achievement metrics >=1.0 as ‘achieved,’ and then for milestones that were not achieved, we calculated an average for the fellow. RESULTS/ANTICIPATED RESULTS: As of June, 2020, our two graduating 2nd-year fellows had fully met 9/20 and 18/20 milestones, respectively. For the unmet milestones they averaged 81% and 85% achievement. The largest shortfalls were 75% achievements in Assessing User Needs for one fellow, and in Recognition of Errors for the other. One of our three 1st-year fellows had fully met 3/20 milestones; the other two had met none at 1st-year’s end. For unmet milestones, the 1st-year fellows’ average achievement metrics were 69%, 67%, and 52%. The greatest shortfalls were in Resource Utilization (creating job descriptions, budgeting etc.) and in Communication with Patients and Families. However, the rotations that would expose them to project management and to patient-facing systems such as MyChart come in our 2nd-year. DISCUSSION/SIGNIFICANCE OF FINDINGS: Assessing milestones met plus the percent achievement for those not yet met provides a useful metric for comparing fellows and identifying areas in need of more training. Although milestones will soon change to reflect the recent practice analysis for clinical informatics, we expect that this approach to assessing fellows will remain equally useful.

OBJECTIVES/GOALS: Family health history is widely recognized as an important step of genetic counseling; however, <50% of adults collect family health history due to implementation gaps such as suboptimal collection tools. Our objective is to create KIT, an interactive chatbot to administer a family history survey in comparison to a form-based data collection tool. METHODS/STUDY POPULATION: Both family health history collection tools were designed by adapting the NIH All of Us Research Family History Survey. The study population consists of 1000 individuals recruited from the crowdsourcing platforms, subreddits r/Health, r/SampleSize, and r/GeneticCounseling and Amazon Mechanical Turk. Eligible participants must be U.S. adults who know at least two first-degree relatives with at least one condition. Study participants are randomized to interact with either tool and complete a survey that measures the usability, engagement, accuracy, and impact of the two data collection strategies. We will use an independent t-test to compare differences in our outcome variables between the two family health history collection tools with demographic variables as covariates. RESULTS/ANTICIPATED RESULTS: The hypothesis of this study is that KIT will be more usable, more engaging, with similar accuracy in comparison to form-based tools, which are currently being used for family healthy history collection at low rates. The primary outcome of this study is usability, which will be measured based on standardized surveys. Secondary metrics of this study include engagement, accuracy, and impact. Engagement metrics include time to completion and number of resource link clicks. To assess accuracy and impact, we have included survey questions about the quality of the final summary report provided by both tools. Additionally, we ask users to rank areas for design feature improvement and feature importance; these features were determined by shared-decision-making concepts. DISCUSSION/SIGNIFICANCE: This study provides recommendations for design features important for the usability, engagement, and impact of future family health history collection tools. With a more usable and engaging tool, we can maximize rates of collection and support both patients and genetic counselors by ensuring features align with shared-decision-making frameworks.

Objectives/Goals: Engage the research professional (RP) workforce in assessing job satisfaction, motivators, barriers, and levels of support throughout the research enterprise. The goal of this collaboration is to foster a positive culture, inform manager training, ensure RP retention, and enhance career mobility pathways. Methods/Study Population: Methods include a HR data compilation/analysis and focus groups for new RP’s (Results/Anticipated Results: This initiative will articulate the current culture and climate of the research enterprise and identify key strategic areas for growth. The UMN Clinical and Translational Science Institute (CTSI) will build off the design of an internal survey at Vanderbilt (2018) to encompass organization-specific challenges, the post-pandemic research landscape, and the UMass Diversity Engagement Survey. This process will also generate specific insights including RP sentiment statements, trends in how RP’s describe their day-to-day work, assessment of barriers, analysis of retention benchmarks, and defining employee hopes/motivators. The CTSI will also identify salient RP growth opportunities, leadership competencies, and areas of non-monetary compensation to improve satisfaction and career mobility. Discussion/Significance of Impact: Targeted interventions will be developed to address RP satisfaction barriers and leverage opportunities for KPI improvement. Results will be disseminated to managers, administrators, and the CTSI network. Resource development will include RP personas, job description/hiring templates, and strategic guides for key operational challenges.

OBJECTIVES/GOALS: The Mission: Health Equity Challenge Series is a four-part multimedia, interdisciplinary series that raises awareness about health disparities and health equity, cultivates environments for collaboration, and encourages participants to apply learnings via film screenings, a book discussion, community research panel, and un-meeting. METHODS/STUDY POPULATION: Methods used to collect data include: REDCap for participant profile storage and surveys, Zoom polls and chats, and informal, unsolicited feedback from e-mail communications. Our primary study population includes researchers and healthcare professionals. Secondary populations include: administrative staff and community members. We had approximately 500 individuals, across four of our hospital institution stakeholders (Cleveland Clinic, University Hospitals, MetroHealth, and the VA Northeast Ohio Health Care System), the community at-large, and others from CTSA hubs and related entities participated in one or more of the challenges. RESULTS/ANTICIPATED RESULTS: We anticipate that participants in the Mission: Health Equity Challenge Series, whether they participated in one or more of the challenges, will gain increased awareness about health disparities and how research can help close preventable gaps in health outcomes amongst underserved communities as well as advance health equity. Additionally, we suspect that due to the diverse nature of each challenge and attraction of nontraditional audiences to spaces with researchers and healthcare professionals, we will foster environments where cross-institutional, interdisciplinary collaboration can thrive. This is the type of collaboration needed to address complex problems that prevent health equity. DISCUSSION/SIGNIFICANCE: This challenge series elevates the relationship between advancing health equity and clinical and translational science and is one way to create opportunities for the existing research community to meet and collaborate with individuals that are not typically included in the ideation, design, implementation, and dissemination of research.

OBJECTIVES/SPECIFIC AIMS: The objectives for the Rigor, Reproducibility, and Transparency course within KAIZEN-Edu was to provide a platform that allows essential training, in a novel and customizable approach, for a large number of students across the multiple institutions within the UAB CCTS Partner Network. Successful implementation across this geographically diverse of partner institutions would serve as proof of concept to future dissemination across the CTSA consortium. METHODS/STUDY POPULATION: We used the “build a game” tools within Kaizen-Edu to design the “Rigor and Reproducibility Game.” The games consisted of four modules, with 20 questions designed to test participant knowledge, and edify learners on particular concepts through a multimedia approach (embedded video, text, and hyperlinks to articles) with content provided as questions released over 4 weeks. Researchers from across the UAB CCTS Partner Network developed comprehensive modules for (1) How Scientists Fool Themselves/Scientific Premise, (2) Authentication of Chemical and Biologic Resources and Sex and Other Biologic Variables, (3) Statistical Rigor, and (4) Comprehensive Review. A typical week began with review articles (1–2) sent to each participant. The participants are informed that 5 questions will be released midweek testing the key concepts from the papers. When ready, the participant logs into Kaizen-Edu and starts to answer questions/play the game. Immediately, the articles are opened for reference, followed by a brief 4–5 minute video which reinforces key concepts and then timed questions begin. A typical question is allowed 3 minutes (visible countdown clock). Accurate responses result in the addition of points, with double points awarded for correct answers within the questions time limit. No points are awarded for incorrect answers. After each question, a detailed explanation reviews and reinforces the key concepts. Each participants’ points contribute to both their individual score and team scores, which influences their position on the Rigor and Reproducibility game leaderboard. RESULTS/ANTICIPATED RESULTS: Within 2017, the Rigor Reproducibility, and Transparency course was conducted 5 times. A total of 126 researchers across 9 institutions were enrolled. A total of 87 enrollees completed the full course, with 80% passing (answering ≥75% of questions correctly) on their first attempt and an additional 20% passing on a second attempt. The distribution of completers across the CCTS Network was UAB=48, Auburn=13, Pennington=10, University of Alabama=5, Hudson Alpha=5, Tulane=4, University of South Alabama=1, LSU=2, and Southern Research=1. Researchers throughout at Partner Institutions represent 46% of the total population trained. DISCUSSION/SIGNIFICANCE OF IMPACT: This software based, gamification-enhanced course was broadly accepted with each session fully enrolled, and learners spread almost evenly between our institution and various Partner Network sites. Our pilot proved that gamification was an effective technique to engage users and produced a high pass rate, suggesting that the content both engaged learners and was effectively internalized. Educational interventions, imbued with principles of gamification provide educators powerful tools that use competition and/or collaboration to disseminate knowledge, engage learners with content, and save educator time as created game content can be reused in additional educational sessions. Analyses of the data trail provided by users engaging with such electronic learning tools will provide educators will insights on how to maximize learning, opening the door to an era of educational analytics.

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