Objectives/Goals: To meet the shortage of trained clinical research personnel, the IDeA State Consortium for Clinical Research Resource Center (ISCORE-RC) developed the Clinical Research Coordinator Development Program (CRCDP). This comprehensive program addresses themes previously identified as challenges to clinical workforce professional development. Methods/Study Population: CRCDP is offered at 13 academic medical centers in IDeA states and is designed to train clinical research professionals who have minimal or no prior

experience in clinical research coordination. This comprehensive training comprises the following core components: Didactic Learning, Competency-Based Experiential Learning, Objective Competency Evaluation, Mentorship, and Continued Professional Development. Trainees complete > 400 hours of experiential learning. Each trainee is paired with one or more designated preceptors who evaluate and verify proficiency in 28 essential clinical research skills. To ensure successful implementation and institutional engagement, each site designates a program champion responsible for promoting program adoption and local execution. Results/Anticipated Results: Launched in March 2024, the CRCDP has received 171 certificate applications, accepted 114 trainees, and graduated 60 trainees. The anticipated results of this project will include outcome findings from post certificate structured interviews that describe impact of CRCDP components on continuation of research and trainee perceptions of value provided by the various program components. Discussion/Significance of Impact: Availability of trained CRCs is limited and a barrier to expansion of clinical trials in IDeA states. ISCORE-RC is addressing this workforce development gap through an innovative program. Programmatic data will provide insight and better understanding of the facilitators of program implementation and impact on clinical research infrastructure.

Objectives/Goals: From 2019 to 2025, the National Research Mentoring Network (NRMN) Coordination Center sought to facilitate the collective impact of the 11 NRMN Phase II research studies. Through the building and fostering of community and coordinating research, we sought to support the NRMN research teams in their collective efforts. Methods/Study Population: We worked with the 11 NRMN Phase II research studies, who in turn worked with a diverse group of researchers, from undergraduate to faculty, across the country. Results/Anticipated Results: We here present the two major products that arose from our work as a coordination center. The first, the NRMN data site, holds a measurement library and information for all the common measures used across the 11 NRMN Phase II research studies. Additionally, we summarize and present a book published on the lessons learned by our coordination center. Discussion/Significance of Impact: The NRMN data site serves as a powerful tool for those wishing to further explore the NRMN Phase II common data, one of the largest datasets available on biomedical research training and professional development. Our lessons learned book is an important reference for those wishing to replicate and run similar coordination centers in the future.

Objectives/Goals: This poster will describe a national landscape analysis of mentoring programs for Clinical Research Professionals (CRPs) in academic medical centers, identifying gaps and opportunities for translational workforce development. This work is intended to inform planning and implementation of future initiatives. Methods/Study Population: Mentoring programs for CRPs are an important component of the workforce development landscape but have received less attention compared to faculty and trainee mentoring. In 2025, the CRP Task Force (CRPT) Special Interest Group (SIG) of the Association for Clinical and Translational Science (ACTS) convened a mentoring-focused working group. A short survey was distributed via the ACTS conference, SIG online community site, and presented at the CRPT SIG Spring and Summer 2025 meetings to identify institutions with current, past, or planned CRP mentoring programs. The goal was to map program characteristics beyond those represented in the working group. Respondents who opted in were invited to a virtual focus group in July 2025 to share additional insights. Results/Anticipated Results: Between April and July 2025, 29 complete survey responses were received. After removing duplicates, 11 institutions reported active CRP mentoring programs, 8 planned to implement future programs, and 6 had no current program or future intent. One institution had a discontinued CRP mentoring program. Including working group members, 16 programs were mapped. Most programs use a 1:1 mentoring model, two use group mentoring, and one uses a mixed approach. Common goals included career/professional development, networking, onboarding, and skill-building. Program scope varied widely, from a narrow focus on a few roles to programs open to any research employee. Future analysis will explore program buy-in, support, resources, and evaluation. Discussion/Significance of Impact: Mapping the landscape of CRP mentoring programs is a critical first step toward developing decision-making tools for institutions considering future implementation. Identifying shared and unique program features supports resource sharing, reduces duplication, and strengthens workforce development efforts.

Objectives/Goals: The Clinical and Translational Research (CTR) Pathway aims to increase the number of health science professionals across the WWAMI Region (Washington, Wyoming, Alaska, Montana, and Idaho) with significant awareness, interest, and experience in research. Methods/Study Population: Two cohorts of health sciences students have completed the formal coursework of the CTR Pathway, including sixty-three medical students from across the WWAMI region. Cohorts were organized into an Alaska in-person group, a Seattle in-person group, and a regional virtual group. Coursework includes a year-long series of three elective classes addressing key concepts of designing, conducting, and presenting results of a research project. Students engage in a dedicated full time 8-week summer research experience under the guidance of a research mentor. The culminating curriculum focuses on strong scientific communication by preparing students for poster and oral presentations at regional and national conferences. Results/Anticipated Results: The ultimate goal of the CTR pathway is to increase the number of health providers across the WWAMI region participating in CTR during their educational experience and subsequent professional careers. Many health sciences students hesitate to engage in research due to a perceived lack of necessary skills. The CTR pathway addresses this gap by equipping students with the research competencies needed to participate confidently in scientific inquiry. Feedback from the first two cohorts has been overwhelmingly positive, with many students highlighting how the CTR pathway enhanced their confidence and knowledge, empowering them to execute their proposed research projects and presentations successfully. The third cohort of students joined the CTR pathway in January 2026. Discussion/Significance of Impact: The CTR pathway positions early health sciences students to engage in research more deeply during their education and prepares them to seek additional training opportunities toward a career in research. Additionally, students located at regional sites and have a strong interest in practicing in rural areas.

Objectives/Goals: To assess participation, satisfaction, and scholarly outcomes of IMPRS, a structured 10-week summer research program for rising second-year medical students at Indiana University School of Medicine (IUSM), one of the largest medical schools in the nation, across six cohorts (2018-2023). Methods/Study Population: We conducted a retrospective analysis of 1,090 IMPRS participants across six cohorts (2018–2023) at IUSM’s nine regional campuses. Students engaged in clinical, translational, community-based, and health outcomes research, culminating in an annual poster symposium. Program data included application numbers, participation rates, and satisfaction surveys. Scholarly outcomes were assessed via systematic PubMed and Scopus searches for publications derived from student projects. Search strategies combined student and mentor names, with results matched against symposium abstracts based on shared title keywords, content, topics, findings, or methodology. These matches were then used to calculate publication rates, time to publication, and analyze trends across cohorts. Results/Anticipated Results: Application rates increased from 23% (2017) to 76% (2023), with 21% to 61% ultimately participating. From 2017 to 2023, applications rose 77% (155 to 274), and participants increased 114% (103 to 220). Over six years, 1,090 students across IUSM’s nine campuses took part in IMPRS, resulting in 313 unique publications. The overall publication rate was 30.83%, with a mean time to publication of 22.6 months (IQR 13.0–30.8). Participant satisfaction remained high, with over 90% of students agreeing the program was a positive and productive experience. Discussion/Significance of Impact: IMPRS demonstrates a strong model for structured summer research, with a 30.83% publication rate comparable to similar programs (24-34%). High satisfaction and sustained growth indicate IMPRS successfully fosters scholarly development and cultivates future physician-scientists.

Objectives/Goals: Cultivating authentic partnerships between community members and scholars requires significant time and effort. Scholars often encounter situations with insufficient time to build a mutually beneficial partnership. Our matchmaking events provide a space for researchers to connect with community members and begin their partnership journey. Methods/Study Population: UW-Madison Institute for Clinical and Translational Research (ICTR) partnered with UW-Madison Wisconsin Network for Research Support (WINRS) to invite scholars in ICTR Workforce Development Programs to attend a community advisory board meeting, share about their research, and invite feedback from community members. Each event was scheduled for 90 minutes in the evening at an accessible location in the community. Scholars met with WINRS in advance to share their intent for the meeting and receive guidance on how to best prepare. Each event allowed for a maximum of 3 scholars to attend. During these events, scholars shared either an overview of their area of research or a specific research project and invited feedback and guidance from community members. Results/Anticipated Results: Feedback from community members is a critical component of community-engaged research. Scholars across career stages have participated in matchmaking events, including PhD students, postdoctoral trainees, and faculty members. During the event, community members acknowledge the importance of the scholar’s research and suggest areas of improvement. Some community members offer to connect a scholar with a community organization that would be invested in their work, providing an opportunity to start building an authentic relationship. Scholars have subsequently participated in Community Advisory Board meetings, bringing their team members with them to advance their knowledge and skillsets related to community engagement. Discussion/Significance of Impact: After completing trainings on community-engaged research, scholars are unsure how to start connecting with community, demonstrating the utility of Matchmaking events. These events provide an opportunity to connect with community members and begin developing relationships with community members and organizations as part of their career.

Objectives/Goals: The scientific workforce has seen a trending decrease in future clinicians pursuing research over the last several decades. This study assessed effectiveness of a mentored research program to increase research skills and future research interest among medical students. Methods/Study Population: The Medical Student Research Program (MSRP) at UCIis designed to provide research training to medical students beginning their first year of medical school until graduation. All students applying to enroll in the MSRP complete a baseline survey prior to program enrollment and an annual survey yearly afterward. Baseline surveys collected students’ self-rated confidence in research skills, along with their future intent to use research as a clinician and to pursue a future research career after medical school. Annual surveys tracked change over time in students’ research competencies and their future intent to use research. Results/Anticipated Results: Annual surveys (N=128) assessed the change from baseline to one year in research competencies and students’ intent to use research in clinical practice (mixed design ANOVA) and in their intent to conduct research in their career. Evaluations indicated improved medical student research skills, with a significant increase in student research competencies across time (F(1, 173) = 25.4, p<0.001) found for both non-enrolled (M=3.76) and enrolled (M=4.07) MSRP students, with MSRP students reporting higher mean research competencies at one year. Yet similar to national trends, there was a decrease in students’ intentions to use research in their clinical career at one year (F(1, 173) = 25.4, p<0.001). This trend was more pronounced in students no longer enrolled in MSRP (F(1, 173) = 4.7, p = 0.006). Discussion/Significance of Impact: Preliminary findings demonstrate enhanced student research competencies during the first year of the program. However, the decline in students’ intentions to use research in the future highlights a need for continued investigation into the factors driving this decline and solutions to prevent decline in the research workforce.

Objectives/Goals: To evaluate the impact and perceived value of a structured coaching and leadership program for trainees in KL2 and T32 programs. Methods/Study Population: This qualitative evaluation included individualized coaching and group workshops incorporating leadership development and the DISC behavioral communication model (Dominance, Influence, Steadiness, and Conscientiousness). Semi-structured interviews were conducted with twelve KL2 and T32 trainees between July and August 2025. Transcripts were analyzed using descriptive content analysis and inductive coding by two analysts in MAXQDA Results/Anticipated Results: Five key themes emerged: 1) both T and K trainees consistently described coaching as a broadly positive and beneficial experience; 2) coaching helped trainees build concrete organizational strategies, particularly around time management and logistical processes; 3) the curriculum helped build trainees’ confidence and professional identity, especially around communication with mentors, bosses, or their team; 4) coaching was perceived as complementary and well integrated within KL2 and T32 training, particularly by addressing “soft skills” missing elsewhere; and 5) participants recommended stronger orientation, more opportunities for practical skill-building during sessions, and offering greater diversity and choice in coaches. Discussion/Significance of Impact: Individualized coaching complements training for early career translational researchers. Trainees gained practical tools for team management and strategic planning, while benefiting from a confidential space for professional growth. Findings suggest coaching is valuable to training programs for developing translational research leaders.

Objectives/Goals: Scientific writing is vital for TL1 trainees, yet evaluating writing programs effectiveness is challenging. Current evaluations gauge writing confidence, not skill competency. Our study aimed to develop a quantitative writing evaluation tool to assess technique and improvement longitudinally across the TL1 program. Methods/Study Population: The writing evaluation tool uses 19 typical grammar concepts embedded within three paragraphs. TL1 trainees received a list of these concepts without definitions and were instructed not to research them. They were asked to identify each concept, its location, and explain the reasoning behind of their choice (e.g., Qualifier: “very” and “significant” are redundant, thus “very” can be removed). Points were awarded when concepts were identified (0.5 point) and reasoned appropriately (0.5 point). The participants included 12 predoctoral and 3 postdoctoral trainees. Evaluations were administered at the start of Fall 2025 and again in Spring 2026. A paired t-test was used to assess longitudinal growth, with significance determined at p ≥ 0.05. Results/Anticipated Results: We separated our participants into two groups by experience level: 1Y) 8 trainees (1-year predoctoral) and 2Y) 4 (2-year predoctoral) and 3 (1-year postdoctoral) trainees. After the Fall 2025 evaluation, the highest score was 9.5, with the lowest score being 0.5. On average, group 1Y scored 3.8 and group 2Y scored 3.1, indicating that although the trainees were separated by experience level, their writing abilities did not differ (p = 0.57). We anticipate that the Spring 2026 evaluation will show positive longitudinal growth for both groups as they learn to identify grammar concepts. Discussion/Significance of Impact: Developing an effective quantitative writing evaluation tool allows facilitators to refine writing programs for trainees. This study is the first step in testing the tool’s impact. Results will guide improvements in the evaluation tool and support ongoing evaluations of writing program effectiveness within TL1 training.

Objectives/Goals: Despite the growing importance of environmental and occupational health (EOH) in public health, little is known about how DrPH graduates with EOH-focus perceive training adequacy, navigate careers, and leadership roles. This study explores the alignment between dissertation, career, and leadership outcomes among EOH-focused DrPH graduates. Methods/Study Population: This cross-sectional study analyzed 60 DrPH dissertations completed between 2000 and 2024 with EOH foci from U.S-based public health schools and programs. Secondary data were drawn from dissertations in ProQuest dissertation database, institutional records, Council of Education on Public Health (CEPH) records, and LinkedIn profiles. Variables examined include program characteristics, dissertation design, dissertation-career alignment, post-DrPH leadership role, and perceived preparedness for career and leadership roles. Data were summarized by descriptive statistics. Results/Anticipated Results: Majority (57%) of graduates were female; 81.7% trained at CEPH-accredited programs. Prior bachelor’s degrees were mostly in biology (20%) and master’s in public health (33.3%). Dissertation themes were environmental (38.3%), occupational (33.3%), or both (28.4%). Methods were largely quantitative (41%), cross-sectional (80%), with primary data (51.7%), though 36.7% lacked a theoretical framework. Post-DrPH employment was mainly in academia (35%), private sector (28.5%), and government (15%), evenly split between EOH and non-EOH sectors. Graduates held leadership roles globally (e.g., WHO, FDA, NASA, CDC, and NGOs) as professors, EOH specialists, directors, consultants, senior researchers, CEOs, and VPs. Discussion/Significance of Impact: DrPH graduates with EOH focus demonstrated strong academic preparedness and diverse leadership capabilities across academia, government, and global agencies. Versatility is reflected in equal EOH/non-EOH employment. Limited methodological diversity and weak theoretical use suggest areas for program curriculum improvement.

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: Major depression is a common, debilitating illness. Rumination is common in depression and associated with worse outcomes. Hyperconnectivity within the Default Mode Network, particularly from ventromedial frontal cortex, underlies rumination. This study uses TMS to target this network and symptom. Methods/Study Population: This is a single-site open-label pilot K12 study that aims to recruit n = 20 adult patients with major depressive disorder. The study intervention is 20 once-daily sessions consisting of 1800 pulses of image-guided continuous theta burst stimulation (cTBS) to the ventromedial prefrontal cortex within the default mode network. Participants will undergo three MRI scans: prior to first TMS, early in the treatment course, and post-TMS. The first MRI includes a high-resolution structural scan used for TMS targeting. All scans include resting state and task-based fMRI. Outcomes include rumination (Ruminative Response Scale) and depression (Hamilton Depression Rating Scale) scores, as well as connectivity in functional MRI. Results/Anticipated Results: At the time of this writing, four participants have completed the study; two additional participants dropped out (one due to family circumstances and one due to MRI claustrophobia). The intervention and other study procedures have been well tolerated, and no serious adverse events have occurred. All participants showed decreased depression and rumination scores at the end of the intervention compared to pretreatment baseline; repeated measures general linear models indicate statistically significant effects for both overall depression and rumination. We anticipate updated symptom-based and preliminary fMRI results at the conference. Discussion/Significance of Impact: This image-guided novel TMS protocol appears to be well tolerated in our target population and feasible at our institution. Preliminary results for depression and rumination symptoms, although open label with a very small sample, are promising. We aim to complete the study by July 2026.

Objectives/Goals: The University of Michigan (U-M) is a large research enterprise with a broad infrastructure. This poses challenges for clinical research professionals (CRPs) to create and utilize professional networks. To address this issue, we created a CoP to provide networking opportunities and support to CRPs at schools and colleges across the university. Methods/Study Population: We began by creating a document that detailed the needs of CRPs, defined CoP goals, and described the initial cohort, establishing a shared vision and structured guidance for recruitment. The CoP was designed to meet monthly for 6 months with the ability to continue participation as new cohorts are added. Facilitators identified 30 CRPs for cohort 1 representing a variety of locations and research types across the university. CRPs had at least 2 years of experience and demonstration of leadership responsibilities. CRPs were invited to submit a brief interest form committing to support the CoP. Communication tools were also provided so that participants could connect between meetings. Results/Anticipated Results: The program began in June 2025 with 15 participants accepting the initial invitation. Twelve CRPs attended the kick-off event, which included establishing group norms, goals, and a speed networking activity to promote cross-department networking. Participants ranged in experience from less than 3 years to over 10 years and represented 11 different departments. Of the 15 participants, 10 had 8 or more years of experience. Members selected topics including Breaking Out of Your Silo, Mentoring Up, and Time Management, and a mixed in-person and virtual schedule was chosen by the initial cohort members. Program evaluation is ongoing, including session attendance, participant willingness to continue in the CoP, sense of community, value provided by CoP elements, and feasibility of continued programming. Discussion/Significance of Impact: CoPs can be created at large institutions with careful planning and intentionality. We established a strong initial cohort that can maintain continuity and mentor future members. Communication tools for continued engagement between meetings help cross-department networking, which is challenging to maintain in a busy research environment.

Objectives/Goals: Opioid overdose education and naloxone distribution (OEND) programs improve knowledge, attitudes, and overdose response but face implementation and sustainment challenges in rural areas. This project will identify barriers, facilitators, and strategies for delivering an OEND Training-of-Trainers (ToT) program in rural community pharmacies. Methods/Study Population: We will conduct 60-minute qualitative interviews with 20 key informants (10 pharmacists, 10 staff) from 10 rural Arkansas community pharmacies. Interview questions are guided by the Consolidated Framework for Implementation Research (CFIR) constructs to identify factors influencing implementation. Recruitment will occur through the Rural Research Alliance of Community Pharmacies network. Interviews will be recorded and transcribed for analysis using a CFIR-informed coding process to identify overall themes. Results/Anticipated Results: Identification of CFIR-categorized facilitators and barriers to OEND ToT program implementation in rural community pharmacies is anticipated. Anticipated barriers identified in participant interviews include staffing availability, workflow integration, reimbursement, and space constraints. Barriers and facilitators identified will guide the collaborative co-design focus group sessions to select and adapt implementation strategies in phase two of the project. Discussion/Significance of Impact: Drug overdose remains a leading cause of death. OEND programs are effective but underused in rural areas. Identifying barriers and strategies to support implementation in the rural community pharmacy setting can expand access, improve knowledge and confidence, and advance scalable, evidence-based care.

Objectives/Goals: Capacity building within the field of implementation science has primarily focused on tangible training and resources. Yet, there has been a gap in recognizing the critical role of professional identity and self-efficacy for implementation scientists. Methods/Study Population: We conducted a qualitative needs assessment of our local implementation science network to inform the renewal grant for our clinical and translational science institute. Implementation science investigators familiar with the topic were contacted to participate in a semi-structured, individual interview via Zoom. Participants were chosen based on their varying levels of engagement with local implementation science resources. The interview guide was informed by the consolidated framework for implementation research domains. Interviews were transcribed both manually and using the Zoom Transcribe feature. Data were coded in Dedoose 10, and an inductive, iterative coding approach was taken. Results/Anticipated Results: A total of seven investigators representing the three major research institutions in the network participated in interviews. The interviews lasted on average 38 minutes. The study aimed to identify the facilitators and barriers to building implementation science capacity within the local network. However, themes related to the investigator’s sense of legitimate participation within the field, along with their perceived self-efficacy and identity, emerged in each interview. Several factors appeared to shape the identity of implementation science, such as barriers imposed by other implementation science leaders, a perceived lack of “legitimate” training, and identifying parameters around who is or isn’t a “card-carrying implementation scientist.” Discussion/Significance of Impact: Concerns about professional identity have been noted by many senior leaders in the field, but have yet to be systematically investigated. Further work is planned to examine the extent of these perceptions and attitudes, and recommendations can be developed to continue to epitomize the “big tent” aspect of implementation science.

Objectives/Goals: The UIC Center for Clinical and Translational Science offers a robust training infrastructure for research staff including a certificate that can be completed in ~18 months. New staff, however, needed a concentrated experience with hands-on training and institution-specific content. We developed an in-person bootcamp in response. Methods/Study Population: Research Essentials Playbook was a 1.5 day bootcamp-style workshop targeting research staff with up to 2 years of experience at UIC. Topics were based on stakeholder input and the ACRP Entry Level CRC Competency Development and Assessment Roadmap divided into Day 1 in the morning: Didactic sessions (e.g., Project management, safety and ethics, and promoting respect for participants); Day 1 in the afternoon: choice of two hands-on sessions (e.g., clinical research lab, informed consent – practical skills, recruiting participants made easy); Day 2 in the morning: UIC-specific policies. Before and after the workshop, participants indicated their agreement with the statements “I am confident in my knowledge, skills and abilities as a research staff at UIC.” and “I feel like a part of UIC research community.” Results/Anticipated Results: 38 people registered and 34 attended at least one day. Participants were primarily from the College of Medicine but represented all health colleges. 20 participants had 0-2 years of experience at UIC; 6 people had 3–5 years of experience at UIC, 6 people had 5–10 years of experience at UIC, and 6 people had 10+ years of experience at UIC. While most participants had job titles that are typically associated with research staff, 5 participants held faculty titles. After the workshop, in response to the questions about confidence and belonging, respectively, 94% and 88% of participants agreed or strongly agreed, 89% of participants agreed or strongly agreed that the hands-on sessions were helpful, and 100% agreed the content was relevant to their job responsibilities and the workshops fulfilled their expectations. Discussion/Significance of Impact: This in-person bootcamp succeeded at its training and community-building goals and helped us identify candidates for a new Research Coordinator Mentorship program. Research Essentials Playbook will be offered at least once a year for newly hired staff and adapted for inclusion in new faculty orientation and onboarding activities.

Objectives/Goals: To develop and implement a centralized Smartsheet-based portfolio to streamline data collection, coordination, and reporting of NJ ACTS Workforce Development programs, improving efficiency, transparency, and alignment with CTSA translational science goals. Methods/Study Population: NJ ACTS Workforce Development programs, including digital badges, seminars, workshops, and internships, were mapped into a unified Smartsheet platform. Program participation, training metrics, and milestone data were integrated through automated workflows and real-time dashboards, enabling seamless tracking and analysis. Data collection templates and standardized reporting tools were co-designed with program managers to ensure consistency across domains. Continuous user feedback informed iterative refinements to improve usability and data integrity. Results/Anticipated Results: Early results of the Smartsheet portfolio have reduced administrative workload, standardized reporting, and enhanced transparency across programs. Real-time dashboards now track learner progress, completion rates, and cross-program engagement. Early adoption indicates improved collaboration among stakeholders and stronger alignment with CTSA goals and performance metrics. Anticipated outcomes include sustained efficiency gains, improved accountability, and scalable use across institutional partners. Discussion/Significance of Impact: A centralized Smartsheet platform supports coordinated management of training initiatives, enabling data-driven decision-making, continuous improvement, and replicable models for translational workforce development across the CTSA consortium.

Objectives/Goals: The aim is to discuss the impact of the Amplifying Lion Voices seminar. By the end of this presentation: * The participants will be able to explain at least two challenges faced by underrecognized researchers. * The participants will be able to summarize at least two successes by underrecognized researchers. Methods/Study Population: The participants were purposely selected among underrecognized faculty and scholars associated with Penn State CTSI working at Penn State Hershey or at the College of Health and Human Development at Penn State, University Park. Everyone (n = 5) was asked to participate in an hour-long seminar in which they were asked to respond to open-ended questions about their research focus areas, professional experiences, challenges, success stories, and lessons learned as members of under-resourced communities. People from the audience could also ask questions to each presenter. Each seminar was presented via Zoom and lasted between 45 minutes to an hour, and approximately 40 people from different Penn State campuses attended the seminars. Results/Anticipated Results: Overall, participants discussed early career challenges in research, including obtaining large grants to conduct research and recruiting research participants. Successes shared included having partnerships with local community groups, a research institute, and mentor support. They learned to pursue research ideas that they are passionate about, develop partnerships with others, and mentor other young scholars. Cumulative evaluation showed that over 70% of participants who completed the survey strongly agreed that the “session was valuable,” nearly 70% strongly agreed that the session made them “consider how a range of perspectives can positively impact research,” and nearly 45% strongly agreed that “they plan to make changes to create a more welcoming work environment.” Discussion/Significance of Impact: The ALV provided underrecognized faculty and scholars with an opportunity to share their stories and to promote a dialogue about their challenges, successes, and lessons learned. It also provided an opportunity for collaboration with other researchers across the Penn State CTSI network.

Objectives/Goals: To implement and evaluate a Smartsheet-based system that centralizes management, tracking, and credentialing for the NJ ACTS Clinical Research Coordinator digital badging program, improving efficiency, data integration, and measurable workforce development outcomes. Methods/Study Population: The NJ ACTS CRC digital badging program was integrated into a Smartsheet platform designed to unify data across JotForm, Qualtrics, REDCap, Canvas LMS, and Accredible. Automated workflows track learner enrollment, module completion, and credential issuance in real time. Participants include CRCs and trainees across academic and clinical settings. The platform’s dashboards and automated reports support continuous monitoring, feedback collection, and competency validation. Data from initial cohorts were analyzed to assess usability, process efficiency, and accuracy of training metrics across systems. Results/Anticipated Results: Integration of Smartsheet has improved onboarding efficiency, reduced administrative burden, and enhanced visibility into learner progress. Automated credentialing through Accredible provides timely recognition of competencies. Early results demonstrate increased completion rates and more consistent tracking across partner sites. The unified system enables data-driven decision-making and facilitates the scalable expansion of CRC training efforts within and beyond NJ ACTS institutions. Discussion/Significance of Impact: Smartsheet integration enhances the infrastructure for digital badging and workforce tracking, providing a replicable and scalable model to standardize CRC training nationally and advance competency-based education in translational science.

Objectives/Goals: Clinical research education and training for faculty and research professionals varies widely across the institution with high degree of variability in the content and competency standards. Recognizing this problem, the Clinical and Translational Science Institute of SE Wisconsin (CTSI) created the CTSI Academy that harmonizes offerings. Methods/Study Population: The CTSI Academy consists of programs tailored for junior investigators and new research staff. They cover full gamut of topics ranging from regulatory requirements to day-to-day operations. The CTSI academy further leveraged subject matter experts to be the presenters ensuring buy-in from across the institution. The CTSI co-lead a committee on education and training that eventually developed standardized curriculum for all research professionals at the Hub. Our programs leverage in-person, hybrid, and virtual asynchronous methods of learning to enable maximum acceptability. Results/Anticipated Results: The Academy has established 11 educational programs since its inception in 2017. There have been 3,706 individual attendees and 3,288 total graduates across all our programs since 2017. Of these, 1,531 have been unique graduates. Of the 1531 unique graduates, 303 have been faculty members, 20 students, and 1200 staff. We have also developed a template that standardizes role-based training for all research professionals that will be implemented beginning 2026 and plan to use this as a career ladder and retention tool. Discussion/Significance of Impact: The development of the CTSI Academy into a thriving hub for all clinical research training and education needs is a great example of collaboration between the CTSA award and institutional agencies such as the Office of Research and various other departments. The planned certification mechanism will further strengthen this relationship.