The Relational Leadership at Carolina is an implementation and dissemination project. This project will: 1) refine and stabilize the Relational Leadership Institute (RLI) course for health professionals for the purpose of broad dissemination and implementation; 2) provide groundwork to support the catalyzing forces of Relational Leadership and build community through multiple approaches; and 3) establish a pathway and structured support for individuals to contribute to the program at all levels.

We are validating a revised questionnaire that looks at the quality of dying and death a patient experiences at end of life.

This educational program provides participants with narrative tools to understand race and racism in medicine. We will be hosting narrative medicine workshops online and using surveys, implicit association tests (IAT), and interviews to study the effects of the curriculum.

We are working with three other study sites (Harvard Medical School, University of California Davis, and University of Oklahoma Tulsa) to assemble experts on the teaching of trauma-informed care (TIC) to undergraduate medical students. These experts (including community members, medical educators, TIC specialists, and medical students) will indicate what skills they think are necessary for medical students to practice TIC. This list of competencies will ensure the next generation of physicians are optimally prepared to treat victims of traumatic events.

We would like to receive advice on the design of a research trial from people who have used the service we will be studying before.

Our school of medicine is participating in a national research study that aims to evaluate the implementation of the first-ever standardized Medical Spanish curriculum nationwide.

The purpose of the study is to collect information on the training done on Telehealth and Primary Care in Medical School. This information will be collected from Internal Medicine Residents. This will then inform training curriculum and clinical experiences for Telehealth for the Residents and future medical students.

The transition from functioning as an intern in the first year of residency to leading inpatient teams in the second year of residency and beyond is a challenging one for internal medicine trainees. We seek to understand how best to help our trainees navigate this transition by conducting a needs assessment of current internal medicine residents in small focus groups. Through these meetings we will collect and aggregate the experiences of residents who have made this transition, and use their feedback, challenges, and suggested areas for growth to build a curriculum designed to empower trainees to make this transition with confidence. We aim to publish our findings to assist other training programs in addressing this same issue, however our primary goal is to use our findings internally to improve our resident experience as well as patient care.