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The Targeted HealthcaRe InnoVation & Entrepreneurship (THRIVE) Fellowship was created to bridge the gap between healthcare professionals, who often lack experience in technology development and entrepreneurship, and engineers or technology experts, who may not fully understand clinical needs. This eight-month extracurricular program introduces medical and graduate students to the process of health technology innovation. Fellows form multidisciplinary teams to identify and address an unmet clinical need, following Biodesign principles. The program consists of three phases: (1) introduction to healthcare innovation and foundational skills; (2) team formation, mentor selection, and customer discovery; and (3) solution prototyping, pitching, and business plan development. A retrospective analysis of the 2022–2023 cohort evaluated participant demographics, subjective outcomes (Likert-scale surveys on skill acquisition and program satisfaction), and objective metrics (e.g., milestones completed, funds raised, technology disclosures). Descriptive statistics and paired t-tests for pre-post comparisons were used in the analysis. Of the 56 applicants, 29 were accepted, and 20 completed the program. Fellows rated overall satisfaction at 4.45/5, with 85% planning to incorporate healthcare innovation into their future careers. On average, teams met 10.4 of 12 milestones, raised$10,250 in additional funds (in addition to the $ 5,000 fellowship grant), and filed multiple technology disclosures. Fellows reported significant gains in key innovation skills (p = 1.3E-5) and spent an average of 7.4 hours per week on their projects. The THRIVE Fellowship fosters interdisciplinary collaboration, practical skill development, and a heightened commitment to healthcare innovation. Early successes include strong participant satisfaction, measurable skill acquisition, and substantial external funding. Future program refinements will focus on expanded mentor engagement, enhanced skill-building resources, and long-term tracking of career outcomes. This model may serve as a scalable approach to training future clinicians and researchers in healthcare technology innovation.

The Mount Sinai Health Hackathon is designed to provide a novel forum to foster experiential team science training. Utilizing a Social Network Analysis survey, we studied the impact of the Mount Sinai Health Hackathon on the nature of collaborative relationships of hackathon participants. After the event, the number of links between participants from different disciplines increased and network density overall increased, suggesting a more interconnected network with greater interdisciplinary communication. This social network approach may be a useful addition to the evaluation strategies for team science education initiatives.

Leadership is recognized as an essential competency across healthcare and science. The LEAD (Leadership Emerging in Academic Departments) program at the Icahn School of Medicine at Mount Sinai (ISMMS) is a structured 12-month blended learning program that catalyzes personal and professional leadership skills, behaviors, and capacity. Utilizing a post-program survey design, the Leadership Program Outcome Measure (LPOM) explored self-reported impact of the LEAD program on leadership knowledge and skills in relation to personal and organizational leadership constructs. Application of leadership skills to practice was tracked via completion of a leadership-focused capstone project. Over 3 cohorts, 76 participants graduated and 50 completed the LPOM survey (68% response rate). Participants self-reported an increase in leadership skills, conveyed plans to use acquired skills in current and future leadership positions, and noted improved leadership skills across the personal and organizational domains. Comparatively less change was detected at the community level. Tracking of capstone projects found that 64% of participants were able to successfully implement their project in practice. LEAD was successful in promoting the development of personal and organizational leadership practices. The LPOM evaluation provided a valuable lens through which to assess the individual, interpersonal, and organizational impact of a multidimensional leadership training program.

OBJECTIVES/SPECIFIC AIMS: In an effort the increase awareness and enhance knowledge and skills in relation to communication in science at Mount Sinai, the Communication in Science summer workshop series aimed to provide an accessible, workforce-wide lecture series to promote key concepts and skills related to communicating science. Delivered by faculty and invited speakers, a series of seven workshops delivered over a 4 week period covered topics such as communication in teams, storytelling and TED talk principles, and community engagement. The aim of each session was to offer “top tips” that participants could apply to their practice. Evaluation of the workshop series aimed to determine participant satisfaction and self-perceived changes in knowledge and skills in relation to science communication. METHODS/STUDY POPULATION: A total of 375 participants registered to attend the workshop series from a range of backgrounds including post-docs, faculty, residents, staff and students at Mount Sinai. Attendance at the workshops ranged from a high of 119 and a low of 33 participants, with as many as 41% of attendees joining the session via live-streaming. Participants were emailed an online survey at the end of the workshop series, asking for satisfaction feedback on each individual workshop and an overall impression of the workshop series. Participants were asked to rate the satisfaction criteria related to content, gained knowledge and skills, presentation style and whether they found the session of value for each workshop, using a Likert scale from 1 - 5 (1 = strongly disagree, 5 = strongly agree). Participants were also asked to provide an overall rating for the summer workshop series as a whole. RESULTS/ANTICIPATED RESULTS: A total of 35 participants responded to the survey. Mean responses to the survey questions were:. The content of this session is important to my work = 4.09 (range 3.77 – 4.45). This session increased my knowledge or skills 4.03 (range 3.56- 4.62). The presenters delivered this content clearly = 4.16 (range 3.78 – 4.67). Overall I found this session valuable = 4.13 (3.78 – 4.61) Participants were also asked to provide an overall rating for the summer workshop series as a whole on a scale of 1 to 10 (1 = poor, 10 = excellent). The mean response was 8.36, indicating a high level of satisfaction with the program. Qualitative feedback indicated that the sessions were successful in increasing awareness of this topic. One participant reported that “these sessions inspired me to think differently, and in a way that can potentially allow me to communicate with the non-science community”. DISCUSSION/SIGNIFICANCE OF IMPACT: The high number of registrants for this summer workshop series indicates a perceived need for education and training on Communication in Science at Mount Sinai. Sessions that focused on TED talk principles and storytelling in science were particularly well attended and well-reviewed, suggesting a particular interested in these topics. There was, however, a discrepancy between registration and attendance numbers, which going forward we will seek to better understand. One explanation is that recording and posting the sessions on YouTube allowed participants to review content asynchronously at a time and location convenient to them, which may have deterred people from attending in person. Following the popularity of this program, future plans are underway to provide an ongoing program of learning in relation to Communication in Science.

In the spring of 2020, New York City was at the epicenter of the COVID-19 pandemic in the USA, resulting in disruption of TL1 and KL2-mentored Clinical and Translational Science (CTS) research at the Icahn School of Medicine at Mount Sinai (ISMMS). The impact of the pandemic on trainees’ research productivity and career plans was explored using a qualitative survey. Participant responses were analyzed using coding and categorization. Six key themes emerged: redirection of effort, reduced access to people, lack of access to resources, home as a workplace, future uncertainty, and stress and anxiety. Insight into participant experiences allows for the development of support strategies and resources to address trainee needs.

OBJECTIVES/GOALS: The aim of this project is to assess the usability and acceptance of a web-based educational resource for early career researchers. The Emerging Investigators website is designed to bring together resources, provide educational support and foster a community of early career researchers throughout the Mount Sinai Health System (MSHS). Locally designed and built, this web-based platform is developed using the principles of Community of Inquiry (COI), which considers how the design of online learning environments might best create and sustain a sense of community among learners. Developing a resource that meets the needs of this cohort of researchers requires an iterative implementation strategy guided by user feedback. A formal website roll-out strategy and accompanied evaluation aims to determine the design, navigability, content, relevance and educational value of this online resource from a user perspective. METHODS/STUDY POPULATION: In order to ensure this resource effectively meets the needs of this cohort of researchers, a mixed process of evaluation and design was utilized. An initial phase 1 survey was conducted with TL1 and KL2 scholars. Surveys consisted of standardized questions with answers arranged as Likert-type scales and additional written responses to collect valuable qualitative data. A convenience sample of early career researchers at Mount Sinai were contacted for initial survey participation (N = 10). A total of 3 junior faculty KL2 scholars, 3 TL1 post-doc and 4 TL1 pre-doc scholars responded to the survey. Participants were initially asked to comment on design, functionality and usefulness of content on a Likert scale with qualitative comments to support the given scores. They were subsequently asked to consider what key topics or resources were missing from the website. Based on the initial survey, changes were made to the format and content of the Emerging Investigators website to improve content relevance and usability. For phase 2, an evaluation rubric was developed to assess design, navigability, content, relevance, along with three key COI criteria to determine the educational value of this online resource. The rubric will be utilized to collect feedback in the wider phase 2 roll out of the website. RESULTS/ANTICIPATED RESULTS: The first phase of survey feedback shaped overall design of the resource. The second phase will comprehensively evaluate the value of the website in the context of teaching and learning for emerging investigators. Ten surveys were captured in the first phase. Data collection is ongoing for the second phase. Phase 1 feedback was primarily qualitative, and valuable in informing overall design choices and content. Overall the website was well received, with participants commenting on the value of the resource in terms of content and educational value. Participants particularly appreciated the regularly updated calendar function and the links provided to a wide range of resources. Functionality issues, such as broken links, were reported by participants and repaired for phase 2. Further topics of content were identified, and additional links and multimedia resources were added to address this feedback. The second phase evaluation is ongoing with data collection being conducted via an evaluation rubric. DISCUSSION/SIGNIFICANCE OF IMPACT: The Emerging Investigators website, developed using the principles of COI provides key learning, reading and resources for early career investigators in a format that is well received by a sample group of early career researchers at Mount Sinai. The website has aimed to address the reported need for communication, collaboration and social interaction with peers and other researchers across the MSHS through the addition of further web-based resources such as a LinkedIn page, a blog to feature research and provide a sounding board for research efforts, and a calendar of events targeted specifically at early career researchers. These were highlighted as areas of particular value by the participants. We anticipate the results of phase 2 rubric-based evaluations will provide actionable data that will lead to further refinement of the website, an optimized interface, and improved usability.

OBJECTIVES/SPECIFIC AIMS: The study aims to (1) investigate the structural patterns of professional communication that exist at the Mount Sinai Health Hackathon (2) explore if and how the professional networks of the participants change after engaging in the Mount Sinai Health Hackathon (3) explore any associations between the characteristics of participants’ professional networks and successful innovation development. METHODS/STUDY POPULATION: The recruitment pool consists of all 78 Mount Sinai Health Hackathon 2018 participants. Characteristics of the social network of Health Hackathon participants are assessed via an SNA data collection instrument at three time points: T1 directly before the Health Hackathon event, T2 directly after the event, T3 six months post-event. The Icahn School of Medicine at Mount Sinai Institutional Review Board approved this study as exempt. In order to explore patterns of communication between Health Hackathon participants during event, whole network data is collected at T2. Participants are provide with a roster of Mount Sinai Health hackathon participant names and asked to report the nature, frequency and perceived importance of their interaction with each of the other participants over the duration of the 48 hour event. In order capture any network change in the wider professional networks of the individual participants, known as “ego networks”, participants are asked to complete an SNA ego network survey at time points T1, T2 and T3. Open ended questions asked participants to report up to 20 people they consider being most important to them in their professional network and record the professional background of each person, the nature of the communication and the importance of each person to their success. Finally, at T3 participants are also asked to report on their project success (determined by businesses formed, filed provisional patents, financial income generation). This will be reviewed in relation to their social network data, to see if there is any relationship between the two. Data is analyzed using the specialized SNA software, UCiNET, which creates network sociograms to visualize network data. Descriptive statistics are used to report individual-level characteristics of respondents.RESULTS/ANTICIPATED RESULTS: To describe the structural patterns of communication at each time point, the following network-level indices are calculated: density (a measure of network cohesion), degree centrality (how many connections the individual has), betweenness centrality (whether the individual provides connections to other people in a network) and closeness centrality (how close the individual is to other people in the network). Network sociograms are generated for each time point to provide a visualization of the network. To explore the hypothesis that participating in the Mount Sinai Health Hackathon increases diversity of a professional network, analysis will focus on whether and how network-level indices change pre- and post- Hackathon. It will also explore any association between network characteristics and project success. DISCUSSION/SIGNIFICANCE OF IMPACT: Social Network Analysis of the Mount Sinai Health Hackathon provides an understanding about the structure of relationships that are formed as a result of participation in this event. Although, the design of this study does not allow for inferences of causality, the SNA approach enables an in-depth exploration of Hackathon participants’ professional networks, how these evolve over time and how certain network characteristics may be associated with project success. This information will be used to inform the development, content and delivery of future Health Hackathon initatives.

The shift in learning environments due to the COVID-19 pandemic necessitates a closer look at course design, faculty approaches to teaching, and student interaction, all of which may predict learner achievement and satisfaction. Transitioning to an online environment requires the reinvention, reimagining, and applying of “e-flavors” of general learning theory. With this shift to online learning comes the opportunity for misunderstandings and “myths” to occur, which may stand in the way of faculty embracing online learning and fully realizing its potential. This article seeks to address several myths and misconceptions that have arisen in higher education during the rapid shift to online teaching and learning. While not comprehensive, these myths represent a snapshot of common challenges. These are we can transfer our in-person course design to online; adult learners do not need an empathetic approach; and online teaching and learning is socially isolating. Through an appreciative inquiry framework, we present each myth in the context of relevant literature and invite faculty with varied online teaching experience to share their own case studies that illustrate how they have “busted” these myths with the goal to identify existing examples of locally effective practices for the express purpose of replication that leads to positive change.

ABSTRACT IMPACT: Implement and evaluate a fellowship program to foster a new generation of entrepreneurial and collaboratively-minded team scientists, equipped with the knowledge and skills to innovate technology-based solutions for COVID-19 to advance human health OBJECTIVES/GOALS: Mount Sinai Targeted Healthcare Innovation Fellowship (THRIVE) is a 9-month program for participants from diverse professional backgrounds to develop HealthTech innovations related to COVID-19. The program is designed to provide an experiential team science platform for fellows to take an idea from concept to commercially viable innovation. METHODS/STUDY POPULATION: Following a competitive application process, 16 THRIVE fellows comprise four teams working collaboratively in an online forum with input from experts in the field. Success of the program will be evaluated by: assessing pre- and post- collaborative research orientation among THRIVE fellows using the ROI scale1 using social network analysis (SNA) to investigate the social networks of THRIVE fellows to capture patterns of communication and collaboration related to innovation development exploring participant experiences of group formation, teamwork and collaboration related to innovation development using one-to-one semi-structured interview determining team success in innovation development, measured by number of publications, funding awarded, provisional patents and viable products. RESULTS/ANTICIPATED RESULTS: Paired t-tests will determine whether collaborative orientation of THRIVE fellows changes pre- vs. post- program participation, indicating changes in attitude toward multidisciplinary team work. SNA will be used to describe structural patterns of communication that occur at individual and group levels. Network-level indices will provide insight into patterns of communication that exist in innovation development: degree centrality (number of connections per individual), betweenness centrality (number of bridges to others in a network), closeness centrality (closeness to others in a network). We will also test for associations between network characteristics and team success. DISCUSSION/SIGNIFICANCE OF FINDINGS: Understanding patterns of formal and informal relationships, interactions, and perceptions of the collaborative process among individuals in THRIVE teams will elucidate whether such a program can provide an effective forum for team science and innovation development related to COVID-19.

OBJECTIVES/SPECIFIC AIMS: Leadership is an essential and recognized team science competency. To support the development of leadership skills at Mount Sinai, the LEAD (Leadership Emerging in Academic Departments) program, launched in 2016, delivers a structured 12-month blended learning program for junior faculty. The program aims to promote personal and professional leadership capacity, skills and behaviors. Following a competitive application process, 24 participants each year are selected to participate. In its second year, the challenge for the LEAD program leadership is to support alumni in fostering a culture of leadership that extends beyond the 12-month program. In order to promote a leadership community of practice and offer continued support to junior faculty, the LEAD Alumni program aims to bring former LEAD participants together to maintain motivation, share challenges and successes, meet with mentors and role models, and foster an ongoing community of practice that seeks to embed evidenced-based leadership culture at Mount Sinai. METHODS/STUDY POPULATION: The previous two cohorts of LEAD participants were approached to volunteer for the LEAD Alumni Forum working group. Four LEAD alumni came forward to form a self-selected working group. With input from the program leadership, the alumni working group is tasked with organizing regular events that bring the 48 previous LEAD participants together. The events provide the opportunity for individuals with expertise and a passion for leadership to create a supportive environment. This ultimately seeks to increase the transfer and utilization of leadership skills in practice, and promotes a culture of leadership. These alumni events also provide the opportunity for alumni to interact with senior leaders at Mount Sinai, thereby learning from role models within the organization. RESULTS/ANTICIPATED RESULTS: Evaluating learning transfer and culture change is challenging, so a number of proxy measures will provide insight into the success of the Alumni Forum. Firstly, the number of LEAD Capstone projects implemented in practice, and the success of these initiatives, will provide insight into transfer of leadership learning to practice. Secondly, participants will complete a validated survey tool, Leadership Programs Outcome Measure (LPOM), which explores self-reported leadership change at a personal, organizational and community level. Finally, participants will be followed up in the long-term to track promotion, awards, and other formal or informal leadership positions assumed following engagement in the LEAD program and the subsequent LEAD Alumni Forum. DISCUSSION/SIGNIFICANCE OF IMPACT: It is hoped the LEAD Alumni program will enhance the ability of participants to implement leadership knowledge and skills to practice, which may subsequently advance organization and culture change. Fostering a community of practice will further the reach of the LEAD program and as the number of LEAD alumni grows, and the Alumni Forum may provide the supportive environment that allows these individuals to have real impact.