167 Clinician needs assessment: Translating barriers to caring for women with hypermobile Ehlers-Danlos syndrome and endometriosis into tailored educational resources

166 New initiatives for fostering research leadership and mentoring skills in an academic learning health system Susan Newcomb, Amy Dawson, Kristina Lewis and Lindsay Munn Wake Forest University School of Medicine OBJECTIVES/GOALS: To enhance collaboration, communication, and research professional development in a newly aligned academic learning health system by implementing two innovative training pro- grams – Leadership in Focus and Research Mentor Academy – that build leadership and mentoring capacity across the research work- force. METHODS/STUDY POPULATION: To elevate and support research leadership and mentoring development across a large, multi-state academic health system, we launched two complemen- tary programs. Leadership in Focus is a monthly virtual series featur- ing interviews with enterprise leaders, offering insights into leadership, strategy, and team science. Mentor Academy is a 10-week virtual course that provides formal training through skill-building, discussions, and guest speakers. Aligned with national best practices, it emphasizes communication and mentee-focused career development across the translational spectrum. RESULTS/ ANTICIPATED RESULTS: Both programs have shown early success in increasing engagement, awareness, and leadership competency. Leadership in Focus has drawn growing attendance from research- ers, staff, and clinicians, fueling internal networking opportunities. The Research Mentor Academy participants bring strong represen- tation from across departments and campuses. Participant feedback indicates improved confidence in mentoring, greater clarity in career advancement strategies, and expanded professional networks. These initiatives are creating new entry points for leadership development across the research enterprise, contributing to a stronger, more con- nected learning health system. DISCUSSION/SIGNIFICANCE OF IMPACT: Through strong leadership and mentoring training, these programs strengthen collaboration and skill development of the translational research workforce. The success of these programs fos- ters a culture of learning and emphasizes the value of professional growth in an academic learning health system. 167 Clinician needs assessment: Translating barriers to caring for women with hypermobile Ehlers-Danlos syndrome and endometriosis into tailored educational resources Rachael Bishop 1, Jane R. Schubart 2 and Susan E. Mills 2 1Penn State Clinical and Translational Science Institute and 2Penn State OBJECTIVES/GOALS: Hypermobile Ehlers-Danlos syndrome (hEDS) and endometriosis are under-diagnosed conditions that are not well understood by many clinicians. This study aims to increase provider readiness to diagnose and treat women with these conditions by identifying clinicians ’ perceived gaps in knowledge and preferred educational resources and modalities. METHODS/ STUDY POPULATION: A national survey of clinicians (N = 121) was created in the Qualtrics survey-building platform, with recruit- ment taking place via the Prolific online research platform from 09/ 04/25 to 10/02/25. Clinicians responded to a series of established, closed-ended measures assessing their educational experiences regarding hEDS and endometriosis, comfort with diagnosing and managing the care of women with these two conditions, perceived barriers to diagnosis and care management, and preferred educa- tional/training modalities for enhancing their understanding of these conditions. To be eligible for participation, respondents had to self- report that they were a) clinicians, b) at least 18 years of age, and c) working in the US healthcare sector. Descriptive statistics were per- formed on all variables of interest. RESULTS/ANTICIPATED RESULTS: Clinicians first heard about hEDS from medical texts (60%) and patients (15%), and endometriosis from medical texts (50%) and personal relationships (including own diagnosis; 33%). A substantial proportion of clinicians reported being not at all com- fortable understanding diagnostic criteria (hEDS 36%, endo 17%), diagnosing patients (hEDS 46%, endo 30%), or making plans of care (hEDS 42%, endo 17%). Top barriers included lack of knowledge, confidence, and mentoring. Respondents identified Online activities and Internet Point-of-Care as the most desirable CME resources, and Evidence-Based Medicine and Case-Based Learning as the most desirable learning modalities. Online learning offered flexible timing and self-paced modules, whereas in-person learning offered interac- tion with experts and peers. DISCUSSION/SIGNIFICANCE OF IMPACT: This project recognizes the dearth of resources on hEDS and endometriosis available to clinicians and fills that gap by soliciting feedback directly from clinicians on their educational needs. Results will be translated into two prototypes of specialized educational interventions tailored to clinicians ’ desired resources and methods of learning. 168 Training clinical research staff professionals to RISE and lead Jennifer Croker 1, Kimberly Smith 1,2, Tyren Lucas 1, Cari Oliver 1, Jeanne Merchant 1, Rebecca Reamey 1, Dunia Ritchey 1 and Samantha Martin1 1University of Alabama at Birmingham and 2University of Alabama at Birmingham Meredith Fitz-Gerald OBJECTIVES/GOALS: We developed and implemented a leadership training course tailored for clinical research teams, focusing on emo- tional intelligence, strategic thinking, communication, and project management to enhance knowledge and maximize team perfor- mance. METHODS/STUDY POPULATION: An informal, multi- institution survey and literature review revealed a lack of leadership training tailored to clinical research staff professionals (CRPs). In response, we developed RISE (Relate | Inspire | Strategize | Elevate), a 9-week immersive program led by subject matter experts. Sessions focused on four key themes: 1) Leadership Fundamentals, 2) Interpersonal Effectiveness, 3) Trust Building, and 4) Building a Community of Practice. Designed for experienced CRPs, cohorts were limited to 30 participants to foster engagement, peer learning, 54 JCTS 2026 Abstract Supplement https://doi.org/10.1017/cts.2026.10377 Published online by Cambridge University Press