91 Educating the Clinical and Translational Research Workforce Online: A Case Study of Tufts CTSI I LEARN

Abstract

OBJECTIVES/GOALS: In November 2020, Tufts CTSI launched a new, upgraded learning management platform for disseminating self-paced online professional education for the CTR workforce. This poster will present a case study of the first two full years of Tufts CTSI I LEARN usage to illustrate how a local and national CTR workforce engages in free online training. METHODS/STUDY POPULATION: This study will employ a retrospective analysis of 2021 and 2022 learner usage data from the Tufts CTSI I LEARN platform. The population are individuals who have engaged in one or more courses over the specified time period, where engagement is defined as having viewed at least one content item in a course. Descriptive statistics will be used to show total engagement and unique learners each year by course, popular courses by year, as well as geographical distribution of learners across both years. Two sample t-tests will be used to compare the mean percentage of course completion and mean time spent in courses for 2021 and 2022. The Wilcoxon Rank Sum test will be used to compare median courses taken per learner each year. Finally, descriptive statistics will be used to show returning learners vs new learners from 2021 to 2022. RESULTS/ANTICIPATED RESULTS: Data from 2021 show 723 learners (436 unique) engaged in 49 courses across the year. Course engagement ranged from a max of 135 to minimum of 1 learner (Mean = 14.8, Median = 6). Mean percent of course content viewed was 69.4 (Median = 63.7%) and mean time spent on course content was 41.3 minutes (Median = 33.6). Preliminary data from Q1-Q3 of 2022 find 557 learners (328 unique) have engaged in 69 courses. Based on this trend, it is anticipated that 2022 will match or exceed 2021 engagement levels. Recently launched courses are expected to have higher average engagement than legacy courses ported from the previous version of the platform. DISCUSSION/SIGNIFICANCE: Results from this evaluation will suggest strategies to enhance engagement in current courses and identify opportunities for future course development. Increasing engagement in self-paced CTR education is an important complement to formal workforce development and training programs.