Developing the translational research workforce is a goal established by the National Center for Advancing Translational Science for its network of Clinical and Translational Science Award Program hubs. We surveyed faculty and research staff at our institution about their needs and preferences, utilization of existing trainings, and barriers and facilitators to research training. A total of 545 (21.9%) faculty and staff responded to the survey and rated grant development, research project development, and professional development among their top areas for further training. Faculty prioritized statistical methods and dissemination and implementation, while staff prioritized research compliance and research administration. Faculty (73.9%; n = 119) and staff (87.3%; n = 165) reported that additional training would give them more confidence in completing their job responsibilities. Time and lack of awareness were the most common barriers to training. Our results indicate the value of training across a range of topics with unique needs for faculty and staff. This pre-COVID survey identified time, awareness, and access to training opportunities as key barriers for faculty and staff. The shift to remote work spurred by the pandemic has further heightened the need for effective and readily accessible online trainings to enable continuous development of the clinical and translational research workforce.
The mission of the National Center for Advancing Translational Science (NCATS) is to catalyze the generation of innovative methods and technologies that will enhance the development, testing, and implementation of diagnostics and therapeutics across a wide range of human diseases and conditions.1 NCATS funded a predoctoral TL1 training grant at our institution. We developed a novel team-based Translational Journal Club utilizing three-member teams to find a basic science paper and two clinical study papers that covered a single therapeutic, either a pivotal study or a dissemination and implementation study; one member of the team presented a paper on the above topics in successive weeks. In addition, the trainees attended lectures on: how to design a pivotal clinical trial, dissemination and implementation, and drug development from a basic science discovery through its approval. From these presentations, the trainees appreciated the T0 to T3/4 continuum and its challenges. They also attended sessions on how to present scientific concepts, making them better communicators. The trainees found the Translational Journal club to be very rewarding, illuminating, and providing a much better understanding of the translational research processes required to develop new therapies.
OBJECTIVES/GOALS: Clinical Research Professional (CRP) shortages and high turnover rates directly impact the conduct of studies. A strategy for improving CRP retention is using Stay Interviews (SI), which are intentional exchanges between CRPs and leadership to enhance transparency and trust. Importantly, SIs are entirely separate from performance evaluations. METHODS/STUDY POPULATION: Representatives from seven academic medical centers formed a collaborative workgroup (WG) as part of the Association for Clinical and Translational Science (ACTS) Clinical Research Professionals Taskforce (CRPT) Special Interest Group (SIG). The purpose of this workgroup was to develop a Stay Interview (SI) toolkit that will empower leadership to retain high quality staff by engaging employees in open and responsive conversations about motivations to stay in their current roles. Tools previously used by collaborating institutions were evaluated and aligned to establish a sharable guide for SI best practices. Training resources to support leaders in effectively using SI tools were also developed to accompany the toolkit. RESULTS/ANTICIPATED RESULTS: Discussions of current tool use among group members highlighted 2 categorical use cases: continuous integration to promote workforce engagement and retention; and targeted use to address acute workforce challenges. The WG identified the need for a standardized conversation guide as well as leadership tools to support effective use of the guide. From the examples collated, the group crafted a 14 question SI guide with additional probing questions that can be tailored to the work environment. Questions fell into 4 key themes: likes/dislikes, motivations, workplace influence on work life, and professional development barriers and opportunities. Anecdotally, SI use in other industries suggests that wide adoption is likely to reduce CRP workforce turnover and improve job satisfaction. DISCUSSION/SIGNIFICANCE: SIs are designed to build trust and strengthen relationships, fostering positive change by acknowledging issues, understanding motivations, and increasing engagement. Leaders can make immediate actions: clearing obstacles, providing new resources, and increasing recognition. Our next step is implementing a pilot to gather workforce metrics.
OBJECTIVES/GOALS: Clinical research professionals (CRPs) are vital for high quality research. Professional development opportunities for CRPs help improve job satisfaction and retention. This poster will present data on peer-presenter satisfaction and their assessment of co-leading a workshop as an important professional development and networking activity. METHODS/STUDY POPULATION: Developing a Research Professionals Network Workshop is an important professional development opportunity for peer-presenters in a mentored, collaborative environment that encourages networking and inter-institutional teamwork. Presenters are connected by the leadership team and then work together to develop the workshop’s learning objectives, presentation, and activities. A summary of learner evaluations are provided to the presenting team to provide constructive feedback for future presentations. A survey to assess experience in leading the workshops is sent to presenters after the workshop to assess overall satisfaction and assessment of importance in their professional development. RESULTS/ANTICIPATED RESULTS: Presenter evaluation response data from the years of 2019-2022 showed high rates of agreement that presenters’ participation 1) increased their knowledge of the topic, 2) appreciated the support provided by the leadership team, 3) felt adequately prepared to lead the workshop, and 4) were overall satisfied with the experience. Questions specifically around the inter-institutional collaboration and professional development of the workshop experience were added in 2021 and similarly showed high marks of satisfaction. Qualitative response data showed that some presenters continued collaborations after workshop completion. DISCUSSION/SIGNIFICANCE: Overall results show that workshop presenters felt that leading an RPN workshop with collaborators from the other participating sites was a useful experience that supported their ongoing professional development. High marks on satisfaction by presenters is attributed to the multi-hub partnership and guidance from the leadership team.
Clinical trials are essential in the translation of biomedical discoveries to new clinical interventions and therapeutics. Successful multisite clinical trials require qualified site investigators with an understanding of the full spectrum of processes and requirements from trial identification through closeout. New site investigators may be deterred by competing demands on their time, the complexity of administrative and regulatory processes for trial initiation and conduct, and limited access to experienced mentor networks. We established a Clinical Trialist Training Program (CTTP) and complimentary Clinical Trials Bootcamp at our institution to address these barriers and increase the number of local site investigators enabled to lead successful clinical trials. An initial cohort of four CTTP scholars received salary support with protected time, didactic training, assistance with study identification and start-up navigation, and quarterly progress meetings. By the end of the 12-month program, this initial cohort identified 33 new trials, utilized feasibility assessments, and reported being on target to sustain their protected time from new clinical trials. Bootcamp attendees demonstrated increased knowledge of resources, offices, and processes associated with clinical trial conduct. Our results support providing compensated protected time, training, and access to experienced clinical research professionals to enable clinicians to become successful site investigators.
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