Translation Team Research Articles

Wandering Indoors 室内游荡

We are grateful to our Academic Translation Team (ATT) (Zhang Wenqian, Wenxi Li, Peter Goff and Qiao Peng) for providing the English version of Xi Chuan's article.

Translating Musicality: Tools from the Translation Lab’s Work with The Cape Snatcher

Abstract: Successfully performing entremeses in English depends on recovering specific performance information from a Spanish text. How can a translation team successfully negotiate the challenges posed by a musical finale? What tools for musical analysis can translators deploy to decode performance appeals crafted by a playwright, and then recode them in terms that present-day actors can embrace? Why does paying close, analytical attention to musicality matter—not only to stage directions calling for song or dance, but to the dramaturgical effect of rhythm, rhyme, pace, pitch, and tempo? This case study addresses these questions by examining stakes, strategies, and specifics in the Translation Lab’s translation of Luis Quiñones de Benvente’s La capeadora (1632), soon to make its English-language debut as The Cape Snatcher.

Partnering with immigrant families to promote language justice and equity in education.

Despite USfederal legislation mandates institutions to provide meaningful access and participation to students and families in educational settings, culturally and linguistically diverse (CLD) families and caregivers of children in special education experience cultural and linguistic barriers. A Community Advisory Team (CAT) of parents, advocates, community interpreters and translators, researchers, and teachers explored CLD families' experiences and advocacy efforts. Critical bifocality and circuits of dispossession, privilege, and resistance informed the documentation of inequities and resistance to understand the linkages of structural arrangements of power. Focus groups with families (n = 21) speakers of Spanish, Portuguese, and Cantonese were conducted. Findings indicate perceived discrimination, poor and inadequate interpretation and translation services impact children's access to special education services, hinder family's communication with schools and reduce the perceptions of schools as trustworthy institutions. Families advocate relentlessly for their children and recommend schools listen to families and hire culturally and linguistically competent interpreters and translators. Community psychologists can make significant contributions to promote language justice in education settings through participatory approaches to inquiry that value CLD families' knowledge and expertise.

Primary fallopian tube epithelial cells are resistant to Chlamydia trachomatis infection due to high expression of ido1.

Abstract Chlamydia trachomatis (Ct) is the most prevalent sexually transmitted bacterial infection in the world. In ~50% of cisgender women, Ct ascends from the cervix to infect the upper genital tract and increased ascension is linked to hormonal therapies. Oviduct infection induces inflammation which can lead to tubal scarring and sequelae of infertility and ectopic pregnancy. Fortunately, these complications occur in a minority of infected women, suggesting that intrinsic factors may protect the fallopian tubes from infection or tissue damage. In vitro inoculation of primary fallopian tube epithelial (FTE) cells with Ct serovar E resulted in a 10-fold reduction in infected cells compared to transformed endocervical HeLa cells. Indoleamine 2,3-dioxygenase (IDO) in the cytoplasm of epithelial cells acts as a key mediator of chlamydial host defense by metabolizing tryptophan, an essential Ct nutrient. We determined that uninfected primary FTE cells expressed on average 9 times higher levels of ido1 transcripts by qPCR compared to HeLa cells, and that in vitro infectivity of FTE cells was rescued by addition of an IDO-inhibitor (9-fold), tryptophan (21-fold), or indole (a metabolite that bypasses tryptophan starvation; 16-fold). Induction of IDO has mostly been attributed to IFNγ, but it can also be induced by Type I IFNs. Detection of high constitutive ido1 transcription in primary FTE cells indicates their ability to produce IDO independently of IFNγ. Ongoing studies are examining the role of Type I IFNs, including IFNɛ, which is constitutively expressed by reproductive tract epithelium and regulated by hormones. This work has implications for defining factors that contribute to protection of women from Ct-induced disease. The study was funded through a Translational Team Science Award (UNC School of Medicine and NC TRaCS) and also funded by NIAID NIH R01 AI067678 to U.M.N., NIAID NIH R01 AI119164 to T.D., and NIH grant DK065988 and Cystic Fibrosis Foundation grant BOUCHE15R0 to S.H.R.

Peer Reviewed Translational Team Science Award (DOD)

Federal Grants & ContractsVolume 46, Issue 10 p. 4-4 Grants alerts Peer Reviewed Translational Team Science Award (DOD) First published: 18 April 2022 https://doi.org/10.1002/fgc.32324Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume46, Issue1021 April 2022Pages 4-4 RelatedInformation

524 How Can I Provide My Patient Insights in a Nontraditional Advocacy Role?

OBJECTIVES/GOALS: The goal of our multi-institutional team is in our name Holistic Electrical, ultrasonic and Physiological Interventions Unburdening those with Spinal cord injury†(HEPIUS) Lab. Officially, I am a Ph.D. researcher, but the team has empowered me to share insights from being a former spinal cord patient myself – creating a more direct feedback loop. METHODS/STUDY POPULATION: Human-centered design is a method growing in popularity due to its impact on outcomes. Any translational project aspires to utilize some level of patient perspective. Our team has taken several initiatives to make this a part of our core. The team has a dedicated advisor who suffered a spinal cord injury and underwent the current standard of care. There are also non-traditional and unofficial advocates (like myself) on the team. Although I am fully recovered today without any symptoms from a different spinal cord complication, the team equips me with the time and support needed to share my experiences in clinic. The team gives me the opportunity to champion for the most appropriate approaches during official meetings and periodically in the lab whenever a question arises. RESULTS/ANTICIPATED RESULTS: In this poster we aim to discuss the following points: 1.) Team Culture: Those with patient insights will only share if there is an established healthy culture. 2.) Privacy: Just because someone advocates on the behalf of patients does not mean that they need to divulge personal information 3.) Workflow Structure: Sharing patient insight only reaches as far as the organization permits. Thankfully, my team is open to member perspectives and has benefited from several insights already 4.) The art of listening: Patient insights should be listened to and treated with respect, but not as an undebatable suggestion 5.) Rewarding aspects: Sharing patient insights is a very rewarding experience if you feel comfortable enough to share. DISCUSSION/SIGNIFICANCE: Translational teams often rely on statistics, one-time patient interviews, or dedicated individuals in an advocacy role to help guide the project. This poster is intended to highlight some new ways to practice engagement of patient perspectives, while introducing the intricacies of fostering healthy cultures which promote these voices.

216 An Example for Establishing a Clinically Translational Innovation Lab at a University Setting

OBJECTIVES/GOALS: This poster shares a case study on how a group at The Johns Hopkins University formed a translational lab missioned to reinvent currently existing treatments for acute spinal cord injuries, implanting in humans within a five-year window. The poster showcases how a project funded by the Defense Advanced Research Projects Agency has been implemented. METHODS/STUDY POPULATION: The translational team; Holistic Electrical; ultrasonic and Physiological Interventions Unburdening those with Spinal cord injury• (HEPIUS) Lab is composed of many parts as listed below: neurosurgeons; engineers; radiologists; public health specialists; statisticians; patient advocates; ethicists; sonographers; researchers; academic collaborators; and specialized industry partners. Sometimes physically separated; the team has videoconferencing carts across locations to stay connected at every step in the process. The lab facilities were organized with several key facets in mind: research and development (R&D); prototyping; fabrication; verification; and validation (V&V); animal model testing; cadaveric testing accessibility; mock operating room for simulations; and collaboration hubs. RESULTS/ANTICIPATED RESULTS: Due to communications with the US Food and Drug Administration (FDA), DARPA, patient advocates, ethicists, internal review boards, and other bodies, the team has a clear path towards clinical translation. The team has the following stages in progress or scheduled: manufacturing devices, benchtop testing, rat and pig models, biocompatibility testing, cadaveric testing, and clinical use. The lab space was designed to achieve these core functions. For rapid, in-house manufacturing, the lab has unique capabilities including 3D metal printing. For experiments, industry collaborations and equipment acquisitions enable the highest quality research. These technologies are assembled into diagnostic, therapeutic, testing, and manufacturing hubs to drive real change in the lives of many; the patient comes first. DISCUSSION/SIGNIFICANCE: This laboratory, team, and system of operation is aimed to enable novel practices for the clinical translation of spinal cord medical solutions. For researchers interested in launching their own translational work, this poster may serve as a reference, example, and inspiration for similar hopeful university-centered hubs.

496 Transforming the pipeline towards independence in Clinical and Translational Research (CTR) through opportunities in research environments for underrepresented health professions faculty and students: The Title V Cooperative Project between University Puerto Rico Medical Sciences Campus and Universidad Central del Caribe (Title V Coop)

OBJECTIVES/GOALS: Diversity and interdisciplinarity are required for successful and transformational CTR. The Title V Coop developed a training curriculum for underrepresented in CTR health professions faculty and students, successfully integrating them in CTR teams. The curriculum exposed students to theory and then a practicum. METHODS/STUDY POPULATION: The curriculum and practicum included basic aspects of training in research including responsible conduct of research and the design of a proposal. The practicum focused on the organizing of a research team identified as a Clinical and Translational Mentoring Team (CTMT) and the implementation of the proposed project. Emphasis was placed on the importance of the mentor-mentee relationship, including peer mentoring. Participants were recruited from across all post-secondary institutions in Puerto Rico emphasizing the participation of faculty(UgF) and students (UgS) from undergraduate programs in health professions and the participation of graduate students GS) as peer mentors. Research mentors for each of the CTMTs were selected from faculty members that are established researchers. RESULTS/ANTICIPATED RESULTS: Twenty-seven (27) proposals from the CTMTs were approved. A total of one hundred and eight (108) participants were or are still engaged in the proposed research. Thirty-four faculty (34) members participated as mentors and three (3) peer reviewed publications have been done. Health professions and science fields represented by the participants include: Nursing, radiology technician, audiologist, medical students, basic science in biology or chemistry, public health and industrial microbiology among others. We will showcase the diversity in research topics and teams composition and their accomplishments. DISCUSSION/SIGNIFICANCE: The Title V Coop has been successful in integrating individuals from academic programs underrepresented in research into interdisciplinary and interprofessional research teams, launching a model for diversity and interdisciplinarity and representation of health professionals at all levels of research.

489 The implementation and impact of a mentored professional development program for clinical and translational research staff.

OBJECTIVES/GOALS: The objective of this evaluation is to show how the STEP.UP program promoted the professional development at Michigan Medicine by providing clinical and translational research staff an experienced research staff mentor in a structured 9-month program. METHODS/STUDY POPULATION: Participant and mentor data was collected from application forms, online surveys, and interviews with both participating mentors and mentees. Validated assessments of mentoring competencies were administered. Participants were tracked over a period of four years with regular reviews of institutional records. Mentor and mentor data was also collected at the point of application each year and the application forms were aligned with NIH definitions for underrepresented populations in science in 2020. As part of a process of continuous programmatic improvement, a STEP.UP Advisory Board consisting of senior research staff and past mentors was involved in the identification, operationalization and evaluation of programmatic outcomes and is involve din the ongoing governance of this mentoring program. RESULTS/ANTICIPATED RESULTS: Four cohorts of mentees and mentors have participated in this program since its inception. Mentees gained the greatest abilities in, Active listening, Establishing a relationship based on trust, Considering how personal and professional differences may impact expectations, and Working effectively with mentors/mentees whose personal background is different. Mentees reported the program contributed to their Career planning, Professional advancement, networking, personal growth, professional networks, and communication skills. Mentors reported learning about new professional techniques and areas of expertise. As of 2021, 75% the first cohort changed their job-classification since participating as did 25% of the second cohort and 100% of mentees have maintained research careers. DISCUSSION/SIGNIFICANCE: The creation of this program in 2019 marked the beginning of a novel professional development opportunity at Michigan Medicine. The evaluation results show how STEP.UP contributes to advancing clinical and translational study teams and how it can inform and the identification of best practices in clinical and translational workforce development.

Translating Ethnonyms in Inuit Bibles

This study examines the translation of ethnonyms in Inuit Bible translations. An overview of the meanings associated with the concept of ethnicity is provided, followed by an introduction to Inuit languages and the history of Inuit Bible translation. Inuit translations of seven Bible passages containing ethnonyms are analyzed and evaluated. Recommendations are given which can benefit translation teams who are considering how best to express the meanings associated with some ethnonyms in the Bible.

A Community of Practice as a Quality-Enhancing Feature in an In-house Translation Team

The goal of this article is to analyse the quality benefits of communities of practices (CoP) in the context of in-house translation teams. The article seeks to answer two research questions: Can CoPs develop as part of an in-house translation team and how do they affect the quality of translation on the levels of the individual translator, the in-house translation team and its mother organisation? The article presents findings from the analysis of interviews with members of an in-house translation team. The interviews are analysed from the viewpoint of communities of practice (Lave & Wenger 1991). In the article communities of practice (CoP) are seen both as social learning environments and quality-enhancing environments for organisational knowledge manage-ment and team translation. The article posits the hypothesis that an in-house translation team that functions as a CoP creates an environment beneficial for enhanced team communication, situated life-long learning and interaction with subject matter experts. It is further hypothesised that this would result in the improved quality of translations in both the short term and the long term. The findings could be beneficial for development of in-house translation units as well as translator education in university training programmes and life-long learning.

218 Reframing the JTF Clinical Trial Competencies from a CRP Team Science Perspective

OBJECTIVES/GOALS: Our goal is to explore and collaboratively identify the team science competencies essential for Clinical Research Professionals at all experience levels and how these competencies relate to the Joint Task Force for Clinical Translational Research Professionals Competencies. METHODS/STUDY POPULATION: Team science competencies for clinical research professionals are poorly defined. The JTF Clinical Trial Competencies lack sufficient emphasis on team science, though it is briefly included in two JTF competency domains: Leadership & Professionalism, and Communication & Teamwork. The competencies primarily focus on tasks related to clinical research and basic knowledge of product development; however, a conceptual model for applying the competencies using a team science lens is needed. Currently, the JTF competency figure is often thought of as sequential, given the competencies are numbered, creating the misconception that the last competencies are less important. We support a new figure showing the permeability of team science across competencies and the connectedness and equality of the competencies. RESULTS/ANTICIPATED RESULTS: Our anticipated results are to show the integral nature of team science in clinical research professional communities of practice. Once complete, we will have identified measurable team science competency-based skills essential for clinical research professionals at various levels of expertise. Understanding the multi-dimensional team science competencies will inform targeted team science education and training for clinical research professionals. Our revised competency framework provides an improved team science conceptual model for clinical translational science. DISCUSSION/SIGNIFICANCE: Our work will define team science competencies as related to clinical research professionals at all experience levels. The interdependence of teams across clinical trial activities necessitates a consideration of an improved conceptual framework for clinical translational team science competencies.

(Re)Designing Technical Documentation About COVID-19 with and for Indigenous Communities in Gainesville, Florida, Oaxaca de Juárez, Mexico, and Quetzaltenango, Guatemala

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Background:</b></i> In this article, we document how our team of translators, interpreters, technical communicators, and health justice workers is collaborating to (re)design COVID-19-related technical documentation for and with Indigenous language speakers in Gainesville, FL, USA; Oaxaca de Juarez, Mexico; and Quetzaltenango, Guatemala. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Literature review:</b></i> Although (mis)representations of Indigenous communities have been an ongoing issue in and beyond technical communication, the COVID-19 pandemic has brought added attention to how government institutions and other agencies fail to consider the cultural values, languages, and communication practices of Indigenous communities when writing, designing, and sharing technical information. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Research questions:</b></i> 1. How can technical communicators work toward social justice in health through collaborative design with Indigenous language speakers? 2. How can technical documentation about COVID-19 be (re)designed alongside members of vulnerable communities to redress oppressive representations while increasing access and usability? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Methodology:</b></i> Through interviews and other participatory design activities conducted with Indigenous language speakers in the US, Guatemala, and Mexico, we illustrate how Western approaches to creating technical documentation, particularly in health-related contexts such as the COVID-19 pandemic, put communities at risk by failing to localize health messaging for Indigenous audiences. We then document our work intended to collaboratively design and translate COVID-19-related technical information alongside those Indigenous language speakers to benefit Indigenous language speakers in Gainesville and other parts of North Central Florida. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Results:</b></i> Through this discussion, we highlight how technical communicators can collaborate with Indigenous language speakers to create, translate, and share multilingual technical documents that can contribute to social justice efforts by enhancing language access. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Conclusion:</b></i> Through collaborations with Indigenous language speakers, translators, and interpreters, social/health justice projects in technical communication can be combined, localized, and adapted to better serve and represent the diversity of people, languages, and cultures that continue to increase in our world.

Editorial introductions.

Current Opinion in Cardiology was launched in 1985. It is part of a successful series of review journals whose unique format is designed to provide a systematic and critical assessment of the literature as presented in the many primary journals. The field of cardiology is divided into 14 sections that are reviewed once a year. Each section is assigned a Section Editor, a leading authority in the area, who identifies the most important topics at that time. Here we are pleased to introduce the Section Editors for this issue. SECTION EDITORS Subodh VermaSubodh VermaDr Subodh Verma is an internationally renowned cardiac surgeon-scientist and Professor at the University of Toronto, Canada. He is the Canada Research Chair in Cardiovascular Surgery and a past recipient of the Howard Morgan Award for Distinguished Achievements in Cardiovascular Research and the Royal College of Physicians and Surgeons of Canada Gold Medal in Surgery. He previously served as the Canada Research Chair in Atherosclerosis from 2007–2017. He is an appointee of the American Association of Thoracic Surgeons (AATS) and a member of the College of New Scholars, Artists and Scientists, Royal Society of Canada. According to Google Scholar in December 2020, Dr Verma has an h-index of 107 and his work has been cited over 58,000 times. Dr Verma has published extensively in prestigious journals like the NEJM, Lancet, Circulation, JACC, Nature, and JCI and he is currently an Associate Editor of the European Heart Journal. Dr Verma is an active contributor to Canadian clinical practice guidelines and recently co-authored the recommendations for atrial fibrillation, antiplatelet therapy, heart failure and diabetes; he was a member of the 2018 AATS consensus guidelines committee on bicuspid aortic valve-related aortopathy. Dr Verma has served in various capacities on the American Heart Association Council on Cardiovascular Surgery and Anesthesia since 2008. Dr Verma has leadership roles on seven global heart failure trials in diabetes – DAPA-HF, DELIVER, DETERMINE-A, DETERMINE-B, EMPEROR-Preserved, EMPEROR-Reduced and SOLOIST-WHF. He is also involved in the DAPA ACT HF-TIMI 68, FINEARTS-HF, STEP HFpEF, VESALIUS-CV, DARE-19, SELECT and CLEAR SYNERGY trials. He founded and oversees the CardioLink platform at St Michael's Hospital that is conducting cardiometabolic and surgically oriented RCTs and translational studies. Dr Verma leads a dynamic pre-clinical and translational research team that leverages pre-clinical disease models and clinical trial-derived data to identify novel mediators of cardiovascular and cardiometabolic disease as well as answer timely and relevant healthcare questions. His research has yielded two United States patents and is supported by several national peer-reviewed grants. Bobby YanagawaBobby YanagawaBobby Yanagawa is a surgeon in the Division of Cardiac Surgery, St Michael's Hospital, Canada. He is an Assistant Professor and Program Director, Division of Cardiac Surgery at the University of Toronto, Canada. Dr Yanagawa obtained his BSc and PhD from the University of British Columbia, Canada, and his MD degree and Cardiac Surgery Residency from the University of Toronto. He has completed research fellowships at the University of Wales College of Medicine and at St Michael's Hospital, Toronto, Canada. He completed a clinical fellowship at Mount Sinai Hospital, New York, USA. His clinical and research interests are in surgical revascularization and valvular surgery. Dr Yanagawa has published over 100 peer reviewed papers, 50 reviews and 15 book chapters. He has published in Nature Communications, Nature Medicine, Circulation, Journal of Thoracic and Cardiovascular Surgery and Annals of Thoracic Surgery. He was the AATS 13th Annual C. Walton Lillehei Award winner in 2010.

Validation of the Arabic Version of the Movement Disorder Society-Unified Parkinson's Disease Rating Scale.

The Movement Disorder Society-Unified Parkinson's Disease Rating Scale (MDS-UPDRS) has become the gold standard for evaluating different domains in Parkinson's disease (PD), and it is commonly used in clinical practice, research, and clinical trials. The objectives are to validate the Arabic-translated version of the MDS-UPDRS and to assess its factor structure compared with the English version. The study was carried out in three phases: first, the English version of the MDS-UPDRS was translated into Arabic and subsequently back-translated into English by independent translation team; second, cognitive pretesting of selected items was performed; third, the Arabic version was tested in over 400 native Arabic-speaking PD patients. The psychometric properties of the translated version were analyzed using confirmatory factor analysis (CFA) as well as exploratory factor analysis (EFA). The factor structure of the Arabic version was consistent with that of the English version based on the high CFIs for all four parts of the MDS-UPDRS in the CFA (CFI ≥0.90), confirming its suitability for use in Arabic. The Arabic version of the MDS-UPDRS has good construct validity in Arabic-speaking patients with PD and has been thereby designated as an official MDS-UPDRS version. The data collection methodology among Arabic-speaking countries across two continents of Asia and Africa provides a roadmap for validating additional MDS rating scale initiatives and is strong evidence that underserved regions can be energically mobilized to promote efforts that apply to better clinical care, education, and research for PD. © 2022 International Parkinson and Movement Disorder Society.

The Process of Translating and Culturally Adapting a Digital Elder Abuse Intervention

Elder Abuse is a national public health problem affecting one in ten older adults. It is estimated that only 4% of cases are reported to authorities. Latino populations that reside in the U.S. are less likely to report abuse, and language barriers may limit access to resources and prevent seeking help. There is a need for tools and services to not only be translated but culturally adapted to ensure the integrity and comprehension of the translated product. We conducted an extensive literature review that informed our multi-step language translation and cross-cultural adaptation of the VOICES digital health elder abuse intervention from English to Spanish. This process involved a team of independent translators for an iterative, step-by-step approach that included synthesis and review at each step of the process. Translations were individually rated by the review team based on a 7-point Likert scale. The review team found the translations appropriate and highly satisfactory. Comparison of separate versions of translated items highlighted key linguistic variations and issues that informed the team when producing the final translated product. Challenges found during the translation process were categorized as a posteriori. Examples are included. Following a multi-step, iterative framework for the translation and cultural adaptation provided a highly accurate product. Involving multiple translators from varying backgrounds reduced the risk for translation bias and flagged cultural nuances that allowed the research team to identify areas that needed more attention and care. The product will be further culturally adapted with the help of the community via cognitive interviews with Spanish-speaking individuals relevant to the intervention's intended target population before following up with a study to compare with the original findings of the intervention's parent study.

A New American University Model for Training the Future MCH Workforce Through a Translational Research Team

ObjectivesTo describe the process of developing and implementing experiential learning through translational research teams that engage diverse undergraduate and graduate students.MethodsAfter a college redesign, translational research teams were developed to foster multidisciplinary research and better integrate students with faculty research, community, and clinical activities. Three primary approaches were used to engage undergraduate and graduate students in the maternal and child health translational research team (MCH TrT). These included an undergraduate experiential learning course; participation in translational research team meetings and events; and mentorship activities including graduate student theses and supplementary projects.ResultsSince 2019, a total of 56 students have engaged with the MCH translational research team. The majority (64%) of students engaging in translational research were undergraduates. Racial and ethnic diversity was evident with 16% Latinx, 14% Black/African American, 12% Asian, 10% two or more races, and 4% Native American or Native Hawaiian. A large proportion (42%) of students indicated that they were first-generation college students, while 24% indicated they had a disability. Five themes emerged from student feedback about their involvement in the experiential learning course: the value of translational research, development of research skills, collaboration, practice development, and value for community partners.Conclusions for PracticeThrough an MCH translational research team, we have established a pathway to enhance diversity among the MCH workforce which will increase recruitment and retention of underrepresented groups, and ultimately improve MCH research and practice.

On the significance of the translation of the Codex Iustinianus into Russian: the view of a legal historian

The review of the translation into Russian of the 6th book of the Codex Iustinianus shows the significance of this translation, and also notes that an important primary source is being introduced into domestic scientific circulation. Attention is drawn to the fact that the very high quality of the 6th book of the Codex Iustinianus into Russian was provided by a team of translators who managed to take into account all aspects of this late Roman source of law: legal, linguistic and historical, and thus avoid many errors and inaccuracies

Informatics education for translational research teams: An unrealized opportunity to strengthen the national research infrastructure.

To identify the informatics educational needs of clinical and translational research professionals whose primary focus is not informatics. Informatics and data science skills are essential for the full spectrum of translational research, and an increased understanding of informatics issues on the part of translational researchers can alleviate the demand for informaticians and enable more productive collaborations when informaticians are involved. Identifying the level of interest in different topics among various types of of translational researchers will help set priorities for development and dissemination of informatics education. We surveyed clinical and translational science researchers in Clinical and Translational Science Award (CTSA) programs about their educational needs and preferences. Researchers from 23 out of the 62 CTSA hubs responded to the survey. 67% of respondents across roles and topics expressed interest in learning about informatics topics. There was high interest in all 30 topics included in the survey, with some variation in interest depending on the role of the respondents. Our data support the need to advance training in clinical and biomedical informatics. As the complexity and use of information technology and data science in research studies grows, informaticians will continue to be a limited resource for research collaboration, education, and training. An increased understanding of informatics issues across translational research teams can alleviate this burden and allow for more productive collaborations. To inform a roadmap for informatics education for research professionals, we suggest strategies to use the results of this needs assessment to develop future informatics education.

Lessons Learned from Clinical and Translational Science Faculty and Student Survey as COVID-19 Pandemic Continues to Shift Education Online

IntroductionAs the pandemic continues with new variants emerging, faculty and students require support with education's rapid shift to the virtual space. The Mayo Clinic Center for Clinical and Translational Science curriculum team works closely with faculty to support a smooth transition to offering graduate courses in a virtual learning environment. The aim of the present project was to explore faculty and student perceptions of these remote learning strategies to gain an understanding of the innovations required to improve future educational offerings.MethodsAll faculty and learners involved in nine Clinical and Translational Science courses in spring 2020 were invited to participate in a web-based questionnaire. Quantitative analysis was performed on closed-ended items, including 5-point Likert-scale questions used to assess the range of views. Qualitative free-text responses were independently analyzed for repetitive themes and summarized. Additionally, comparisons of faculty and course evaluations and student grade point averages (GPAs) from the in-person courses and their subsequent virtual course offerings were considered.ResultsSurvey results indicated several positive impacts with moving courses into the virtual environment, including increased accessibility as well as more student-centered education. Learners joining from sites outside of the originating campus were especially grateful for the virtual classroom because they felt newly integrated within classes. Faculty and course evaluations, as well as student GPAs, remained consistent.ConclusionNew COVID-19 variants continue to shift education online, and innovative ideas are required to further improve future virtual course offerings. Increased engagement is warranted, both from faculty to incorporate activities designed specifically for a virtual classroom, and from students to increase participation by activating their microphones and webcams. Greater opportunities for global involvement and connectedness arise. Finally, this project advocates for adequate eLearning staffing to support quality online education as the need for pedagogical and technical provision continues.