Students will enter the project through a realistic patient advocacy investigation, study how trauma and discrimination affect body systems and professional responsibilities, and leave Phase 1 with a documented area of interest, initial evidence-based questions, and clear expectations for ethical inquiry.

Students will refine a focused community health investigation by turning early clues into an investigable question, a testable hypothesis, and an ethics-first data collection plan. They will study how to reduce bias, write respectful survey and interview tools, practice consent and professional communication, and use peer and teacher critique to revise their methodology before collecting original evidence.

Students will carry out their approved survey and interview plans, document evidence carefully in their Community Health Investigation Notebooks, check sample balance and data quality, revise collection tactics when needed, and produce traceable evidence tables that are ready for Phase 4 analysis.

Students will analyze original survey and interview evidence, create accurate data displays, test their interpretations against counterevidence, connect community patterns to physiological effects of chronic stress and trauma, and draft defensible conclusions with clear limitations and next-step recommendations for their symposium materials.

Students will present their community health research to an authentic audience, defend their conclusions and recommendations with evidence, gather professional feedback, and complete a final reflection on data quality, physiology, ethics, advocacy, and their growth as future healthcare professionals.