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Abstract Introduction:Choosing an appropriate electronic data capture system (EDC) is a critical decision for all randomized controlled trials (RCT). In this paper, we document our process for developing and implementing an EDC for a multisite RCT evaluating the efficacy and implementation of an enhanced primary care model for individuals with opioid use disorder who are returning to the community from incarceration. Methods:Informed by the Knowledge-to-Action conceptual framework and user-centered design principles, we used Claris Filemaker software to design and implement CRICIT, a novel EDC that could meet the varied needs of the many stakeholders involved in our study. Results:CRICIT was deployed in May 2021 and has been continuously iterated and adapted since. CRICIT’s features include extensive participant tracking capabilities, site-specific adaptability, integrated randomization protocols, and the ability to generate both site-specific and study-wide summary reports. Conclusions:CRICIT is highly customizable, adaptable, and secure. Its implementation has enhanced the quality of the study’s data, increased fidelity to a complicated research protocol, and reduced research staff’s administrative burden. CRICIT and similar systems have the potential to streamline research activities and contribute to the efficient collection and utilization of clinical research data.

Internationally and in the UK universities are facing a crisis of student wellbeing. In this context, it is important to research the impact of the teaching and learning environment and experiences, including the relationships between students and staff, on student wellbeing. While separate pieces of research on students' wellbeing have addressed student and teacher perspectives on the role of learning experiences, we identified an opportunity to address the perspectives of both students and staff, including non-academics, in the same study. This study advances work on student wellbeing, recognising an interdependency between staff and student wellbeing. It adds to current research in identifying student-centred learning and assessment, intercultural awareness, international integration, and emotional intelligence as enablers of positive student wellbeing. The findings of this research also demonstrate the crucial role of the teacher-student relationship in impacting students' (and staff) wellbeing and suggest solutions and areas for development that reflect the complexity of the Higher Education environment in which they are located.