Search

Despite the value of sense of purpose during older adulthood, this construct often declines with age. With some older adults reconsidering the relevance of purpose later in life, the measurement of purpose may suffer from variance issues with age. The current study investigated whether sense of purpose functions similarly across ages and evaluated if the predictive power of purpose on mental, physical, cognitive, and financial outcomes changes when accounting for a less age-affected measurement structure. Utilizing data from two nationwide panel studies (Health and Retirement Study: n = 14,481; Midlife in the United States: n = 4,030), the current study conducted local structural equation modeling and found two factors for the positively and negatively valenced purpose items in the Purpose in Life subscale (Ryff, 1989), deemed the purposeful and purposeless factor. These factors become less associated with each other at higher ages. When reproducing past findings with this two-factor structure, the current study found that the purposeful and purposeless factors predicted these outcomes in the same direction as would be suggested by past research, but the magnitude of these effects differed for some outcomes. The discussion focuses on the implications of what this means for our understanding of sense of purpose across the lifespan.

Abstract To investigate neurovascular changes; including macular vascular density (VD), thickness of the ganglion cell layer (GCL) and optic nerve head (ONH) parameters in episodic migraine patients. 80 eyes of 40 episodic migraine patients were recruited. Thirty patients having a dominant side of migraine headache were statistically analyzed (5 male and 25 female; mean age 31.67 ± 9.54 years) and compared to 25 eyes of 25 healthy volunteers (5 male and 20 female; mean age of 34.4 ± 12.11 years, p = 0.361). The posterior segment was imaged with Topcon DRI optical coherence tomography (OCT) (Triton Swept source OCT Topcon, Japan), and OCT angiography (OCTA). Comparing the dominant side of migraine patients to controls we found a significant decrease of the VD in the central zone of the superficial and deep capillary plexus (SCP, p = 0.01; DCP, p = 0.004) and an enlarged foveal avascular zone (FAZ, p = 0.054). The GCL thickness was significantly reduced in the central ring (GCL + p = 0.042, GCL + + p = 0.029), as well as the retinal nerve fiber layer (RNFL) thickness in the temporal quadrant (p = 0.021) and border tissue of Elschnig diameter (BTE, p = 0.035). The duration of migraine showed an inverse correlation with SCP in the nasal quadrant (p = 0.016, r = − 0.445) and with all DCP regions [DCP superior (p = 0.004, r = − 0.519), DCP inferior (p = 0.004, r = − 0.519), DCP nasal (p = 0.006, r = − 0.496), DCP temporal (p = 0.005, r = − 0.508), DCP CSF (p

Abstract Classical photochemistry requires nanosecond excited-state lifetimes for diffusion-controlled reactions. Excited radicals with picosecond lifetimes have been implied by numerous photoredox studies, and controversy has arisen as to whether they can actually be catalytically active. We provide direct evidence for the elusive pre-association between radical ions and substrate molecules, enabling photoinduced electron transfer beyond the diffusion limit. A strategy based on two distinct light absorbers, mimicking the natural photosystems I and II, is used to generate excited radicals, unleashing extreme reduction power and activating C(sp2)―Cl and C(sp2)―F bonds. Our findings provide a long-sought mechanistic understanding for many previous synthetically-oriented works and permit more rational future photoredox reaction development. The newly developed excitation strategy pushes the current limits of reactions based on multi-photon excitation and very short-lived but highly redox active species.

Abstract Background The COVID-19 pandemic has challenged the provision of maternal care. The IMAgiNE EURO study investigates the Quality of Maternal and Newborn Care during the pandemic in over 20 countries, including Switzerland. Aim This study aims to understand women’s experiences of disrespect and abuse in Swiss health facilities during the COVID-19 pandemic. Methods Data were collected via an anonymous online survey on REDCap®. Women who gave birth between March 2020 and March 2022 and answered an open-ended question in the IMAgiNE EURO questionnaire were included in the study. A qualitative thematic analysis of the women’s comments was conducted using the International Confederation of Midwives’ RESPECT toolkit as a framework for analysis. Findings The data source for this study consisted of 199 comments provided by women in response to the open-ended question in the IMAgiNE EURO questionnaire. Analysis of these comments revealed clear patterns of disrespect and abuse in health facilities during the COVID-19 pandemic. These patterns include non-consensual care, with disregard for women’s choices and birth preferences; undignified care, characterised by disrespectful attitudes and a lack of empathy from healthcare professionals; and feelings of abandonment and neglect, including denial of companionship during childbirth and separation from newborns. Insufficient organisational and human resources in health facilities were identified as contributing factors to disrespectful care. Empathic relationships with healthcare professionals were reported to be the cornerstone of positive experiences. Discussion Swiss healthcare facilities showed shortcomings related to disrespect and abuse in maternal care. The pandemic context may have brought new challenges that compromised certain aspects of respectful care. The COVID-19 crisis also acted as a magnifying glass, potentially revealing and exacerbating pre-existing gaps and structural weaknesses within the healthcare system, including understaffing. Conclusions These findings should guide advocacy efforts, urging policy makers and health facilities to allocate adequate resources to ensure respectful and high-quality maternal care during pandemics and beyond.

Aneurysms of the common femoral and profunda femoris arteries are rare. Open surgical repair is the treatment of choice, even though hybrid and total endovascular repair with stent graft placement are reported in the literature. We describe a case of a successful total endovascular repair of a common femoral aneurysm extending to the profunda femoris with a bifurcated abdominal endograft placed in the common femoral artery with distal landing in profunda femoris and superficial femoral artery to preserve flow in both arteries. Endovascular repair of common femoral artery aneurysms with bifurcated endografts is a feasible alternative in complex anatomies.

Background and aimWhite matter hyperintensities (WMHs), presented on T2-weighted or fluid-attenuated inversion recovery magnetic resonance imaging (MRI) sequences, are lesions in the human brain that can be observed in both migraine and multiple sclerosis (MS).MethodsSeventeen migraine patients and 15 patients with relapsing–remitting multiple sclerosis with WMHs, and 17 healthy subjects age-and sex-matched to the migraine group were prospectively enrolled and underwent conventional and advanced MRI studies with diffusion-and perfusion-weighted imaging and single voxel proton magnetic resonance spectroscopy.ResultsIn both disease groups, elevated T2 relaxation time, apparent diffusion coefficient (ADC) values, and decreased N-acetyl-aspartate levels were found in the intralesional white matter compared to the contralateral normal-appearing white matter (NAWM), while there was no difference between the hemispheres of the control subjects. Migraine patients had the lowest intralesional creatine + phosphocreatine and myo-inositol (mI) values among the three groups, while patients with MS showed the highest intralesional T1 and T2 relaxation times, ADC, and mI values. In the contralateral NAWM, the same trend with mI changes was observed in migraineurs and MS patients. No differences in perfusion variables were observed in any groups.ConclusionOur multimodal study showed that tissue damage is detectable in both diseases. Despite the differences in various advanced MRI measures, with more severe injury detected in MS lesions, we could not clearly differentiate the two white matter lesion types.

In this study, propensity score matching (PSM) was conducted to examine differences in the effectiveness of research mentor training (RMT) implemented using two modes--face-to-face or synchronous online training. This study investigated each training mode and assessed participants' perceived gains in mentoring skills, ability to meet mentees' expectations, and overall quality of mentoring, as well as intention to make changes to their mentoring practices. Additional factors that may contribute to participant outcomes were also examined. In total, 152 mentors trained using a synchronous online platform and 655 mentors trained in in-person workshops were analyzed using the PSM method. Mentors were matched based on similar characteristics, including mentee's career stage, mentor's title, mentor's prior mentoring experience, mentor's race/ethnicity and sex, and mentor's years of experience; results show that both face-to-face and synchronous online modes of RMT are effective. Findings indicated that the training mode did not significantly impact the mentors' perceived training outcomes. Factors associated with the reported training outcomes included dosage (hours of training), facilitator effectiveness, race/ethnicity, and previous mentoring experience. The results of this study demonstrate that mentors' perceived training outcomes are comparable regardless of the training modality used--online versus face-to-face.

There is an urgent and compelling need for systemic change to achieve diversity and inclusion goals in the biomedical sciences. Because faculty hold great influence in shaping research training environments, faculty development is a key aspect in building institutional capacity to create climates in which persons excluded because of their ethnicity or race (PEERs) can succeed. We present a mixed methods case study of one institution's efforts to improve mentorship of PEER doctoral students through mentorship education workshops for faculty. These workshops were one strategy among others intended to improve graduate trainees' experiences, and positively affect institutional climate with respect to racial and ethnic diversity. Surveys of 108 faculty mentors revealed that about 80% overall agreed or strongly agreed with the value of culturally responsive mentoring behaviors but about 63% overall agreed or strongly agreed that they were confident in their ability to enact those behaviors. Through a series of three focus groups, PEER doctoral students reported that they noticed mentors' efforts to address cultural diversity matters and identified some guidance for how to approach such topics. We discuss future directions and implications for using mentorship education to activate systemic change toward inclusive research training environments and promoting the value of mentorship within institutions.

Abstract Introduction: Effective mentorship is recognized as critical for the professional development of clinical and translational investigators. Evidence-based mentorship training prompted the development of training for mentees at early career stages who are navigating both mentor and mentee roles. The curriculum titled, Mentoring Up for Early Career Investigators, recognizes the importance of building mentee self-efficacy across proactive mentorship skills and competencies. Methods: Mentoring Up for Early Career Investigators curriculum is based on the research mentor training approach in Entering Mentoring. Pilot implementations of Mentoring Up at the University of Wisconsin-Madison and University of Pennsylvania had positive training outcomes for KL2 Scholars. Subsequently, Mentoring Up was implemented and evaluated at several other institutions. For 26 implementations longer than 4 hours, data were collected on trainee demographics, satisfaction with training, skill gains across mentorship competencies, and the intent to change mentoring behaviors following training. Results: 88% of participants rated the mentee training as valuable. Significant skill gains were reported across all mentorship competencies following training. 77% reported specific plans to change or augment their mentoring behaviors because of the training. The majority aligned with mentorship skill competencies (aligning expectations, effective communications) or mentoring up strategies (voicing needs, setting boundaries, communicating proactively). Conclusion: Mentoring Up training is effective in advancing mentee skills and promoting strategies to be more proactive in getting their mentoring needs met. Mentoring Up offers an expansion to the suite of mentorship education and resources to support the career advancement of all in the translational science workforce.

The Advancing the Science of Mentorship: Future Directions for Sustainable Implementation and Evaluation of Mentorship Education for the Clinical and Translational Science Workforce conference was held in Madison, Wisconsin, in April 2023. The conference provided an engaging and scholarly forum for clinical and translational researchers from diverse backgrounds and career stages (including leaders at Clinical and Translational Science Award (CTSA) hubs and affiliated institutions) with a professional interest and commitment to improving and diversifying workforce development and fostering a climate of inclusive excellence through best practices in mentorship. Outcomes from the conference include an online resource and a new Community of Practice.

Effective mentorship is critical to the success of trainees in research career pathways, significantly impacting their research productivity, academic and research self-efficacy, and career satisfaction. Research faculty may be unaware of or unprepared to address mentor--mentee dynamics in mentoring relationships, especially those that go beyond traditional scientific skill development. Addressing mentorship dynamics can be even more challenging for mentors from well-represented backgrounds working with mentees from historically excluded racial/ethnic groups. The Howard Hughes Medical Institute supports programmatic interventions, like the Mentorship Skills Development (MSD) course, an innovative program that aims to advance the mentorship competencies and cultural diversity awareness of mentors. Between 2015 and 2020, more than 200 faculty mentors participated in the MSD. Quantitative and qualitative data reveal significant gains in mentorship skills and cultural awareness, with mentors reporting increases in their confidence to have conversations around race and culture with their mentees. More than 85% reported actual or intended changes to their cultural responsiveness or mentorship behaviors. Importantly, behavioral changes were also observed by their mentees. These data indicate that culturally responsive mentorship education can increase knowledge and efficacy in effective mentorship practices and improve mentorship experiences of both mentors and mentees.

Background: Despite the popularity of the undergraduate psychology major, little is known about career support and preparation available to psychology students. Objective: This study examined the prevalence, types, and methods of career assistance available to undergraduate psychology students both through their psychology programs and through their institutional career services. Method: A total of 240 programs from a stratified random sample of institutions offering undergraduate psychology programs responded to an online survey, yielding a response rate of 42.5%. Results: Undergraduate psychology programs most often provided assistance in applying to graduate school, while career services provided a wider range of resources. Baccalaureate institutions offer career assistance, via the psychology program or the institutional career center, more frequently than associate institutions. Most common forms of assistance consisted of instruction on how to apply for a job, how to find information about career possibilities in psychology subfields, resumé or curriculum vitae preparation, and individual advising. Conclusion: Although career assistance was widely available, there are several ways in which the type and scope of assistance can be improved upon to better support students and increase access. Teaching implications: Undergraduate psychology students could benefit from more career assistance content throughout psychology curricula.

Background/aimMigraine is a disabling headache with clinical and radiological complications. The aim of this study was to investigate the volume of the thalamus and hippocampus in migraineurs, the role of white matter lesions (WMLs), and the migraine characteristics in volume changes.MethodsBrain MRIs of 161 right-handed female episodic migraine patients and 40 right-handed, age-related, healthy women were performed. Left and right thalamus segmentation was performed on the 3D MPRAGE images using the Freesurfer 5.3 image analysis suite. Hippocampal subfield segmentation was based on a novel statistical atlas built primarily upon ultra-high-resolution ex vivo MRI data.ResultsThe left hippocampus had a smaller and the left thalamus had a larger total volume than the right one in both the control (p < 0.001) and migraine groups (p

IntroductionMentorship is critical for faculty success, satisfaction, and engagement. However, many faculty, particularly underrepresented racial/ethnic (UR) faculty, lack access to high-quality mentoring. In an effort to improve mentoring for all faculty, we developed and implemented a formally structured faculty mentor training program (FMTP) across UC San Diego Health Sciences, which included institutional support, mentorship training, and department/division mentorship programs.MethodsFMTP impact was evaluated using three primary outcome variables: mentoring quality, mentoring behaviors, and institutional climate. Participants' self-assessed mentoring competencies were measured using validated instruments.ResultsA total of 391 (23%) of Health Sciences faculty participated in FMTP. Participation rate was higher for women than men (30% versus 17%) and highest for UR faculty (39%). FMTP was implemented in 16 of 19 departments. Self-reported mentoring improved for FMTP participants with mentoring quality (p = 0.009) and meeting mentees' expectations (p = 0.01) continuing to improve for up to 2 years after training. However, participants were unsure if they were meeting UR mentees' expectations. FMTP participants were significantly more satisfied with mentoring quality (p < 0.001) compared to non-participants, with the greatest increase in satisfaction reported by UR faculty (38-61%). UR faculty reported improved overall morale (51-61%) and a perception that the environment was supportive for UR faculty (48-70%).ConclusionThe implementation of a system-wide formal structured FMTP was associated with improved faculty satisfaction, quality of mentoring, and institutional climate, especially for UR faculty.

ObjectiveThe biomedical/behavioral sciences lag in the recruitment and advancement of students from historically underrepresented backgrounds. In 2014 the NIH created the Diversity Program Consortium (DPC), a prospective, multi-site study comprising 10 Building Infrastructure Leading to Diversity (BUILD) institutional grantees, the National Research Mentoring Network (NRMN) and a Coordination and Evaluation Center (CEC). This article describes baseline characteristics of four incoming, first-year student cohorts at the primary BUILD institutions who completed the Higher Education Research Institute, The Freshmen Survey between 2015-2019. These freshmen are the primary student cohorts for longitudinal analyses comparing outcomes of BUILD program participants and non-participants.DesignBaseline description of first-year students entering college at BUILD institutions during 2015-2019.SettingTen colleges/universities that each received

Introduction The goal of academic mentoring relationships is to enable the mentee to identify/achieve professional advancement. Although mentors of clinician educators (CEs) must understand the criteria for successful career advancement, few have received formal CE mentor training. Methods The National Research Mentoring Network convened an expert panel to develop a 90-minute module for training CE mentors. This module included individual development plans, case studies involving challenges for CE faculty, and examples of the broadened scope of scholarly activity. The workshop was delivered to 26 participants across four institutions and evaluated by a retrospective pre/post survey. Results Using a 7-point scale (1 = very low, 4 = average, 7 = very high), participants rated the overall quality of their CE mentoring as slightly below average preworkshop (M = 3.9) and as above average postworkshop (M = 5.2, p < .001). Areas of greatest self-perceived change in skills on a 7-point scale (1 = not at all skilled, 4 = moderately skilled, 7 = extremely skilled ) included setting clear expectations of the mentoring relationship (pre M = 3.6, post M = 5.1, p < .001), aligning mentor expectations with those of mentees (pre M = 3.6, post M = 5.0, p < .001), and helping mentees set career goals (pre M = 3.9, post M = 5.4, p < .001). Discussion This module trains CE mentors using an interactive and collective problem-solving approach. Workshop participants better defined demonstrable markers for CE progression with potential to impact tailored guidance for mentees.

The magnetoelectric effect (ME) is an important strain mediated-phenomenon in a ferromagnetic-piezoelectric composite for a variety of sensors and signal processing devices. A bias magnetic field, in general, is essential to realize a strong ME coupling in most composites. Magnetic phases with (i) high magnetostriction for strong piezomagnetic coupling and (ii) large anisotropy field that acts as a built-in bias field are preferred so that miniature, ME composite-based devices can operate without the need for an external magnetic field. We are able to realize such a magnetic phase with a composite of (i) barium hexaferrite (BaM) with high magnetocrystalline anisotropy field and (ii) nickel ferrite (NFO) with high magnetostriction. The BNx composites, with (100 − x) wt.% of BaM and x wt.% NFO, for x = 0–100, were prepared. X-ray diffraction analysis shows that the composites did not contain any impurity phases. Scanning electron microscopy images revealed that, with an increase in NFO content, hexagonal BaM grains become prominent, leading to a large anisotropy field. The room temperature saturation magnetization showed a general increase with increasing BaM content in the composites. NFO rich composites with x ≥ 60 were found to have a large magnetostriction value of around −23 ppm, comparable to pure NFO. The anisotropy field HA of the composites, determined from magnetization and ferromagnetic resonance (FMR) measurements, increased with increasing NFO content and reached a maximum of 7.77 kOe for x = 75. The BNx composite was cut into rectangular platelets and bonded with PZT to form the bilayers. ME voltage coefficient (MEVC) measurements at low frequencies and at mechanical resonance showed strong coupling at zero bias for samples with x ≥ 33. This large in-plane HA acted as a built-in field for strong ME effects under zero external bias in the bilayers. The highest zero-bias MEVC of ~22 mV/cm Oe was obtained for BN75-PZT bilayers wherein BN75 also has the highest HA. The Bilayer of BN95-PZT showed a maximum MEVC ~992 mV/cm Oe at electromechanical resonance at 59 kHz. The use of hexaferrite–spinel ferrite composite to achieve strong zero-bias ME coupling in bilayers with PZT is significant for applications related to energy harvesting, sensors, and high frequency devices.

Maintaining your research team's productivity during the COVID-19 era can be a challenge. Developing new strategies to mentor your research trainees in remote work environments will not only support research productivity and progress toward degree, but also help to keep your mentees' academic and research careers on track. We describe a three-step process grounded in reflective practice that research mentors and mentees can use together to "reassess," "realign," and "reimagine" their mentoring relationships to enhance their effectiveness, both in the current circumstances and for the future. Drawing on evidence-based approaches, a series of questions for mentees around documented mentoring competencies provide structure for remote mentoring plans. Special consideration is given to how these plans must address the psychosocial needs and diverse backgrounds of mentors and mentees in the unique conditions that require remote interactions.

Despite the multiple benefits of the careers in psychology course, it is not universally offered in undergraduate programs. Teachers who wish to design such a course may wonder about its typical number of credits, when students should take the course, and how much it uses a common curriculum across sections. The 2018 Undergraduate Study in Psychology gathered data on these questions in a nationally representative sample of undergraduate programs at associate (n = 60) and baccalaureate (n = 180) institutions. In 2017-2018, 39% of baccalaureate programs and 12% of associate programs offered the course. Discussion centers on department-specific adaptations of the career course, its curricular alternatives, and future research. The authors also issue a call for action to more widely implement the career course nationally.

Objective: The aim of the current meta-analysis was to examine potential differences in posttreatment effect size estimates for gambling frequency (i.e., the number of days gambled) and gambling expenditure (i.e., the amount of money gambled) when using the gambling timeline followback (G-TLFB) versus other self-report assessments. Method: Using an open-access meta-analysis database of studies on cognitive behavioral treatment for gambling disorder, 22 studies representing 2,824 participants were identified for inclusion. Hedges's g effect sizes representing posttreatment differences on gambling frequency and expenditure between cognitive behavioral treatment versus inactive and minimal treatment controls were calculated, and mixed-effect subgroup analyses examined the effect sizes for each outcome between studies using the G-TLFB versus other self-report assessments. Results: Mixed-effect subgroup analyses indicated that the effect size for gambling frequency was significantly lower for studies using the G-TLFB (g = −0.15) than studies using other self-report assessments (g = −0.71). When examining whether the use of the G-TLFB was associated with the posttreatment effect size for gambling frequency in a random-effect metaregression model that controlled for study grant funding status, the use of the G-TLFB was not significantly associated with effect size. The effect size for gambling expenditure was not significantly different between studies using the G-TLFB (g = −0.22) versus studies using other self-report assessments (g = −0.38). Conclusions: The G-TLFB yields more conservative and precise effect size estimates of posttreatment gambling frequency, but not gambling expenditure, than other self-report assessments. Public Health Significance Statement: The current meta-analysis indicated that the effect size estimates of gambling frequency are lower when using the gambling timeline followback assessment compared to other self-report assessments. Resource-intensive assessment methods are necessary to accurately understand the magnitude of differences in posttreatment outcomes between treatment and control. [ABSTRACT FROM AUTHOR]

The ability to convert face-to-face curricula into rigorous and equally rich online experiences is a topic of much investigation. In this paper, we report on the conversion of a face-to-face research mentor training curriculum into a synchronous, online course. Graduate students and postdoc participants from the Center for the Integration of Research, Teaching and Learning (CIRTL) reported high satisfaction with the online training and increased confidence in their mentoring. Both quantitative and qualitative data indicate that the synchronous environment was successful in creating a strong sense of community among the participants. Specific pedagogical approaches for cultivating learning communities online as well as implications for scaling up such efforts are discussed.

Early adverse experiences can hold lasting influence on later life outcomes, particularly during formative developmental periods such as adolescence. The current study evaluates the impact of different kinds of adolescent trauma on later sense of purpose in adulthood, using data from the Hawaii Longitudinal Study of Personality and Health. Participants (n = 545) retrospectively reported three kinds of trauma during adolescence: (1) non-betrayal trauma, such as a natural disaster; (2) low betrayal trauma, such as being abused by a stranger; and (3) high betrayal trauma, such as being abused by a relative. At a later assessment, participants (M[subscript age] = 60.15, SD = 1.96) reported their sense of purpose. Trauma scores were uncorrelated with sense of purpose for the overall sample. However, the associations differed when comparing two of the largest cultural groups in the sample, Japanese Americans and Native Hawaiians. For participants who identified as Japanese American, trauma scores held a negative association with later sense of purpose across multiple measures. Results are discussed with respect to how early life experiences differentially impact purpose development across individuals.

This case study investigated how mentors and mentees in biology experience and understand race and ethnicity in their research mentoring relationships. Semistructured interviews were conducted with mentors (n = 23) and mentees (n = 15) who had participated in an undergraduate biology summer research opportunity program at a large Midwestern research-intensive university. Interview transcripts were coded using an inductive, thematic analysis. Themes that emerged are presented, describing both participants' experiences with and beliefs about race and ethnicity in research training contexts (e.g., mentoring relationships, lab and field experiences). Although similarities were identified, the experiences and beliefs of mentors and mentees were not always aligned. Implications of the findings for training interventions and institutional partnerships to enhance the effectiveness of research mentoring relationships are discussed, with the goal of positively impacting the educational success of students from historically underrepresented racial/ethnic groups in science career pathways.

Background and purposeThe NIH-funded National Research Mentoring Network (NRMN) aims to increase the representation and success of underrepresented groups (URGs) in biomedical research by enhancing the training and career development of individuals from diverse backgrounds, communities, and cultures. The national scope of NRMN, its wide array of innovative programs in mentor and mentee matching and training across the career spectrum, requires a collaborative evaluation strategy that addresses both internal and external evaluation needs. Due to the variety of programs implemented for each target group, the NRMN program is responsible for its own process and short-term outcome evaluations and the national Coordination and Evaluation Center (CEC) is responsible for assessing the medium and long-term effectiveness of the implemented strategies and program sustainability. Using a collaborative, utilization-focused evaluation framework, both internal NRMN evaluators and the CEC are working to translate findings into information that can be used to make both short term and long-term decisions about the efficacy and reach of the NRMN model. This important information can then inform efforts to institutionalize the current programs and potentially replicate them elsewhere.Program and key highlightsThe overall evaluation of NRMN is guided by both outcome and process questions that are tailored for each target group. The different target groups include faculty and others who serve as mentors, mentees across academic training and career stages, and researchers without a history of independently funded research. NRMN is also building the capacity for training those pursuing biomedical careers by developing "master trainers" for both mentoring and grantsmanship programs in organizations and institutions that can support expanded training efforts aimed at diversifying the biomedical workforce.ImplicationsResults of this evaluation will be used to inform the design and implementation of sustainable, effective, and comprehensive mentoring and career development initiatives that promote diversity in the biomedical research workforce. Our collaborative evaluation design, theoretically-derived measurement instruments, efficient data systems, and timely reporting serve as an example of how to put evaluation principles described into practice for large, multi-site, and multi-dimensional research training programs like NRMN.

This article summarizes the outcomes of the second national conference on the Future of Bioscience Graduate and Postdoctoral Training. Five topics were addressed during the conference: diversity in leadership positions; mentoring; modernizing the curriculum; experiential learning; and the need for better data on trainees. The goal of the conference was to develop a consensus around these five topics and to recommend policies that can be implemented by academic and research institutions and federal funding agencies in the United States.

OBJECTIVES/GOALS: The Association of Clinical and Translational Science (ACTS) chartered a Diversity, Equity, and Inclusion (DEI) Committee to prioritize activities to support, develop and report on metrics for measuring progress toward DEI goals. This poster aims to describe the formative process toward prioritizing DEI in society’s efforts. METHODS/STUDY POPULATION: In 2021, the ACTS chartered the DEI Committee. Two ACTS Board of Directors members chair the committee, and members represent 10 academic institutions committed to prioritizing DEI. Members participated in a Human-Centered Design process to develop the committee’s mission, goals, and activities. The committee determined areas of opportunity for ACTS to increase DEI by identifying challenges to support DEI in clinical and translational science. The chairs facilitated a discussion using Mural to foster an interactive strategy to engage members in conversations that respected individual experiences, promoted a discussion of actions that ACTS as a society, and determining metrics for measuring DEI. RESULTS/ANTICIPATED RESULTS: We plan to present the committee’s efforts to create the ACTS mission statement and strategies to priority to DEI. We will describe current and future activities to engage historically underrepresented members and academic institutions in ACTS programs. Based on the committee’s work, ACTS has taken systematic approaches toward social justice and is beginning to determine new ways of engaging members. DISCUSSION/SIGNIFICANCE: Scientific societies that prioritize DEI increases equity and belonging across members. ACTS is at the forefront of advocacy, policy, and social justice effort. The DEI committee is positioned to aid ACTS in increasing DEI across the clinical and translational science spectrum.

Objectives Develop and validate a WHO Standards-based online questionnaire to measure the quality of maternal and newborn care (QMNC) around the time of childbirth from the health workers’ perspective.Design Mixed-methods study.Setting Six countries of the WHO European Region.Participants and methods The questionnaire is based on lessons learnt in previous studies, and was developed in three sequential phases: (1) WHO Quality Measures were prioritised and content, construct and face validity were assessed through a Delphi involving a multidisciplinary board of experts from 11 countries of the WHO European Region; (2) translation/back translation of the English version was conducted following The Professional Society for Health Economics and Outcomes Research guidelines; (3) internal consistency, intrarater reliability and acceptability were assessed among 600 health workers in six countries.Results The questionnaire included 40 items based on WHO Standards Quality Measures, equally divided into four domains: provision of care, experience of care, availability of human and physical resources, organisational changes due to COVID-19; and its organised in six sections. It was translated/back translated in 12 languages: Bosnian, Croatian, French, German, Italian, Norwegian, Portuguese, Romanian, Russian, Slovenian, Spanish and Swedish. The Cronbach’s alpha values were ≥0.70 for each questionnaire section where questions were hypothesised to be interrelated, indicating good internal consistence. Cohen K or Gwet’s AC1 values were ≥0.60, suggesting good intrarater reliability, except for one question. Acceptability was good with only 1.70% of health workers requesting minimal changes in question wording.Conclusions Findings suggest that the questionnaire has good content, construct, face validity, internal consistency, intrarater reliability and acceptability in six countries of the WHO European Region. Future studies may further explore the questionnaire’s use in other countries, and how to translate evidence generated by this tool into policies to improve the QMNC.Trail registration number NCT04847336