{"paper_id":"bda05524-78e3-4424-b70d-1221ff8d9d13","body_text":"166\nNew initiatives for fostering research leadership and\nmentoring skills in an academic learning health system\nSusan Newcomb, Amy Dawson, Kristina Lewis and Lindsay Munn\nWake Forest University School of Medicine\nOBJECTIVES/GOALS: To enhance collaboration, communication,\nand research professional development in a newly aligned academic\nlearning health system by implementing two innovative training pro-\ngrams – Leadership in Focus and Research Mentor Academy – that\nbuild leadership and mentoring capacity across the research work-\nforce. METHODS/STUDY POPULATION: To elevate and support\nresearch leadership and mentoring development across a large,\nmulti-state academic health system, we launched two complemen-\ntary programs. Leadership in Focus is a monthly virtual series featur-\ning interviews with enterprise leaders, offering insights into\nleadership, strategy, and team science. Mentor Academy is a 10-week\nvirtual course that provides formal training through skill-building,\ndiscussions, and guest speakers. Aligned with national best practices,\nit emphasizes communication and mentee-focused career\ndevelopment across the translational spectrum. RESULTS/\nANTICIPATED RESULTS: Both programs have shown early success\nin increasing engagement, awareness, and leadership competency.\nLeadership in Focus has drawn growing attendance from research-\ners, staff, and clinicians, fueling internal networking opportunities.\nThe Research Mentor Academy participants bring strong represen-\ntation from across departments and campuses. Participant feedback\nindicates improved confidence in mentoring, greater clarity in career\nadvancement strategies, and expanded professional networks. These\ninitiatives are creating new entry points for leadership development\nacross the research enterprise, contributing to a stronger, more con-\nnected learning health system. DISCUSSION/SIGNIFICANCE OF\nIMPACT: Through strong leadership and mentoring training, these\nprograms strengthen collaboration and skill development of the\ntranslational research workforce. The success of these programs fos-\nters a culture of learning and emphasizes the value of professional\ngrowth in an academic learning health system.\n167\nClinician needs assessment: Translating barriers to\ncaring for women with hypermobile Ehlers-Danlos\nsyndrome and endometriosis into tailored educational\nresources\nRachael Bishop 1, Jane R. Schubart 2 and Susan E. Mills 2\n1Penn State Clinical and Translational Science Institute and 2Penn\nState\nOBJECTIVES/GOALS: Hypermobile Ehlers-Danlos syndrome\n(hEDS) and endometriosis are under-diagnosed conditions that\nare not well understood by many clinicians. This study aims to\nincrease provider readiness to diagnose and treat women with these\nconditions by identifying clinicians ’ perceived gaps in knowledge\nand preferred educational resources and modalities. METHODS/\nSTUDY POPULATION: A national survey of clinicians (N = 121)\nwas created in the Qualtrics survey-building platform, with recruit-\nment taking place via the Prolific online research platform from 09/\n04/25 to 10/02/25. Clinicians responded to a series of established,\nclosed-ended measures assessing their educational experiences\nregarding hEDS and endometriosis, comfort with diagnosing and\nmanaging the care of women with these two conditions, perceived\nbarriers to diagnosis and care management, and preferred educa-\ntional/training modalities for enhancing their understanding of these\nconditions. To be eligible for participation, respondents had to self-\nreport that they were a) clinicians, b) at least 18 years of age, and c)\nworking in the US healthcare sector. Descriptive statistics were per-\nformed on all variables of interest. RESULTS/ANTICIPATED\nRESULTS: Clinicians first heard about hEDS from medical texts\n(60%) and patients (15%), and endometriosis from medical texts\n(50%) and personal relationships (including own diagnosis; 33%).\nA substantial proportion of clinicians reported being not at all com-\nfortable understanding diagnostic criteria (hEDS 36%, endo 17%),\ndiagnosing patients (hEDS 46%, endo 30%), or making plans of care\n(hEDS 42%, endo 17%). Top barriers included lack of knowledge,\nconfidence, and mentoring. Respondents identified Online activities\nand Internet Point-of-Care as the most desirable CME resources, and\nEvidence-Based Medicine and Case-Based Learning as the most\ndesirable learning modalities. Online learning offered flexible timing\nand self-paced modules, whereas in-person learning offered interac-\ntion with experts and peers. DISCUSSION/SIGNIFICANCE OF\nIMPACT: This project recognizes the dearth of resources on\nhEDS and endometriosis available to clinicians and fills that gap\nby soliciting feedback directly from clinicians on their educational\nneeds. Results will be translated into two prototypes of specialized\neducational interventions tailored to clinicians ’ desired resources\nand methods of learning.\n168\nTraining clinical research staff professionals to RISE and\nlead\nJennifer Croker 1, Kimberly Smith 1,2, Tyren Lucas 1, Cari Oliver 1,\nJeanne Merchant 1, Rebecca Reamey 1, Dunia Ritchey 1 and\nSamantha Martin1\n1University of Alabama at Birmingham and 2University of Alabama\nat Birmingham Meredith Fitz-Gerald\nOBJECTIVES/GOALS: We developed and implemented a leadership\ntraining course tailored for clinical research teams, focusing on emo-\ntional intelligence, strategic thinking, communication, and project\nmanagement to enhance knowledge and maximize team perfor-\nmance. METHODS/STUDY POPULATION: An informal, multi-\ninstitution survey and literature review revealed a lack of leadership\ntraining tailored to clinical research staff professionals (CRPs). In\nresponse, we developed RISE (Relate | Inspire | Strategize |\nElevate), a 9-week immersive program led by subject matter experts.\nSessions focused on four key themes: 1) Leadership Fundamentals, 2)\nInterpersonal Effectiveness, 3) Trust Building, and 4) Building a\nCommunity of Practice. Designed for experienced CRPs, cohorts\nwere limited to 30 participants to foster engagement, peer learning,\n54 JCTS 2026 Abstract Supplement\nhttps://doi.org/10.1017/cts.2026.10377 Published online by Cambridge University Press","source_license":"CC0","license_restricted":false}