OBJECTIVES/SPECIFIC AIMS: Program Directors and Ph.D. students within the Clinical and Translational Science (CTS) track identified mentorship development as a knowledge gap and educational priority. Most mentors are not provided education in how to be an effective mentor. Similarly, most mentees are not provided education or training on how to optimize a mentoring relationship for their learning and professional development (Ramani, 2006). We adapted mentor training curriculum developed by the University of Wisconsin and facilitated an eight-hour program to better prepare learners to be empowered mentees as well as future mentors. METHODS/STUDY POPULATION: We utilized the Mentoring Competency Assessment (MCA) to measure CTS Ph.D. students’ self-perceptions of eight competencies through a pre and post-intervention survey design (Fleming, etal., 2013). We adapted an evidence-based curriculum (Pfund, etal., 2014) to be delivered to Ph.D. students within an existing structure of educational offerings and incorporated case based discussions, frequent low-stakes formative assessments, and peer-to-peer facilitation to heighten authenticity, relevance and immediacy to the learning experiences. This structured curriculum, intended to increase skills, knowledge, and behaviors to make students more active participants in their mentoring relationships, focuses on one competency area per monthly session and was implemented May-December 2018. Session participation by program alumni allows for contextual demonstration and competency application. RESULTS/ANTICIPATED RESULTS: Preliminary data demonstrates heightened perceived competency in most domains assessed. We found mentors generally rated their mentee’s skills at a higher level than the mentees’ perceived ratings. We also saw significant differences between groups in a few domains e. g. new vs. established relationships, females vs. males, etc. Individual session evaluations are extremely positive, and the students routinely report behavioral changes as a result of these sessions. DISCUSSION/SIGNIFICANCE OF IMPACT: We have demonstrated the successful adaptation and innovative facilitation of a successful mentorship development program for Ph.D. students. We propose that several factors discussed are critical in the success of this type of curriculum. Preliminary conclusion: A structured curriculum in mentoring relationships increases Ph.D. mentee empowerment and readiness to lead future mentoring relationships.