Overall Goal: To prepare physicians to become leaders in the fields of hospice and palliative medicine through a one-year ACGME-accredited fellowship emphasizing:

  • Diversity of training experiences and patient populations
  • Didactic education and faculty mentoring in symptom management, interprofessional team functions and communication skills
  • Skills development in teaching and quality improvement necessary for academic and community-based practice careers.

Number of Fellows: 3 per year

Training Sites:

Clinical Activities:

Rotation Weeks
UNC Palliative Care Consult Service 16
Transitions LifeCare (inpatient hospice, home & long-term care hospice and palliative care) 12
WakeMed Hospitals Palliative Care Consult Service 4
NC Children’s Hospital Supportive Care Team 4
UNC Psychosomatic Medicine & Comprehensive Cancer Support Programs 4
Elective 4
Academic project (Quality Improvement, Education, Research) 4
Vacation & AAHPM meeting 4
NC Cancer Hospital Supportive Care Program (outpatient clinic) ½ day per week (6 months)
Longitudinal Home and Long-Term Care Hospice and Palliative Care ½ day per week (6 months)

NOTE: The block schedule outlined above reflects training for physicians who care for adults. This schedule would be adapted for pediatricians to increase time devoted to the UNC Children’s Hospital Supportive Care Team and Transitions LifeCare pediatrics program.

Educational Activities:

  • One half-day per week is protected for academic activities, including two weekly conferences.
  • Schwartz Rounds – monthly
  • Writing and Healing Workshop – monthly
  • Orientation to hospice care services – organized by Transitions LifeCare
  • American Academy of Hospice and Palliative Medicine (AAHPM) Annual Assembly – the program reimburses conference expenses
  • One-on-one mentoring with program faculty

Teaching & Academic Activities:

  • Develop presentations on palliative care topics for health professionals and community audiences with faculty support and supervision.
  • Lead evidence-based case discussions and journal clubs.
  • Receive education in quality improvement methodology with opportunities to complete a project with faculty mentoring.
  • Facilitate workshops on goals of care communication, sharing bad news and giving feedback for medical students and residents with faculty supervision.