Teaching Trauma-Informed Care: A Symposium for Medical Students

Introduction A large body of evidence links exposure to childhood trauma with negative health outcomes. Training future physicians to recognize and respond to trauma is paramount, and engaging medical students in the preclinical years affords the opportunity to foster the development of a trauma-inf...

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Autores principales:	Binny Chokshi, Kimberly Walsh, Danielle Dooley, Olanrewaju Falusi, Lawrence Deyton, Lee Beers
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Trauma-Informed Care Adverse Childhood Experiences Case-Based Learning Public Health Education Psychology & Behavioral Science Communication Skills Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/fd0f249c8f664caaba8623aa5b508153
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spelling	oai:doaj.org-article:fd0f249c8f664caaba8623aa5b5081532021-11-19T15:22:48ZTeaching Trauma-Informed Care: A Symposium for Medical Students10.15766/mep_2374-8265.110612374-8265https://doaj.org/article/fd0f249c8f664caaba8623aa5b5081532020-12-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.11061https://doaj.org/toc/2374-8265Introduction A large body of evidence links exposure to childhood trauma with negative health outcomes. Training future physicians to recognize and respond to trauma is paramount, and engaging medical students in the preclinical years affords the opportunity to foster the development of a trauma-informed lens that can then be solidified during clinical clerkships. Methods We developed and implemented a 4-hour trauma-informed care (TIC) symposium for 179 second-year medical students at the George Washington University School of Medicine and Health Sciences during the Patients, Populations, and Systems course. The symposium included three interactive didactic sessions focusing on the connection between trauma and health and TIC principles. A facilitated small-group discussion allowed students to apply TIC principles to a patient case, followed by reflection and evaluation. Results The overall rating of the TIC symposium was 4 out of 5. Strengths included integration of a small-group case with discussion on application of TIC in practice, experience of the lecturers and small-group facilitators, and review of research relating adversity to specific health outcomes. Suggestions for improvement included incorporating role-play and standardized patients. Content analysis of student reflections mapped to the domains of physician competency. Discussion A 4-hour symposium can affect student knowledge and understanding of TIC. Teaching TIC presents an opportunity to prepare medical students for a career in medicine through cultivation of required physician competencies. Next steps include enhanced opportunities to practice TIC and follow-up analysis of participants to determine behavior change during clinical years.Binny ChokshiKimberly WalshDanielle DooleyOlanrewaju FalusiLawrence DeytonLee BeersAssociation of American Medical CollegesarticleTrauma-Informed CareAdverse Childhood ExperiencesCase-Based LearningPublic Health EducationPsychology & Behavioral ScienceCommunication SkillsMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Trauma-Informed Care Adverse Childhood Experiences Case-Based Learning Public Health Education Psychology & Behavioral Science Communication Skills Medicine (General) R5-920 Education L
spellingShingle	Trauma-Informed Care Adverse Childhood Experiences Case-Based Learning Public Health Education Psychology & Behavioral Science Communication Skills Medicine (General) R5-920 Education L Binny Chokshi Kimberly Walsh Danielle Dooley Olanrewaju Falusi Lawrence Deyton Lee Beers Teaching Trauma-Informed Care: A Symposium for Medical Students
description	Introduction A large body of evidence links exposure to childhood trauma with negative health outcomes. Training future physicians to recognize and respond to trauma is paramount, and engaging medical students in the preclinical years affords the opportunity to foster the development of a trauma-informed lens that can then be solidified during clinical clerkships. Methods We developed and implemented a 4-hour trauma-informed care (TIC) symposium for 179 second-year medical students at the George Washington University School of Medicine and Health Sciences during the Patients, Populations, and Systems course. The symposium included three interactive didactic sessions focusing on the connection between trauma and health and TIC principles. A facilitated small-group discussion allowed students to apply TIC principles to a patient case, followed by reflection and evaluation. Results The overall rating of the TIC symposium was 4 out of 5. Strengths included integration of a small-group case with discussion on application of TIC in practice, experience of the lecturers and small-group facilitators, and review of research relating adversity to specific health outcomes. Suggestions for improvement included incorporating role-play and standardized patients. Content analysis of student reflections mapped to the domains of physician competency. Discussion A 4-hour symposium can affect student knowledge and understanding of TIC. Teaching TIC presents an opportunity to prepare medical students for a career in medicine through cultivation of required physician competencies. Next steps include enhanced opportunities to practice TIC and follow-up analysis of participants to determine behavior change during clinical years.
format	article
author	Binny Chokshi Kimberly Walsh Danielle Dooley Olanrewaju Falusi Lawrence Deyton Lee Beers
author_facet	Binny Chokshi Kimberly Walsh Danielle Dooley Olanrewaju Falusi Lawrence Deyton Lee Beers
author_sort	Binny Chokshi
title	Teaching Trauma-Informed Care: A Symposium for Medical Students
title_short	Teaching Trauma-Informed Care: A Symposium for Medical Students
title_full	Teaching Trauma-Informed Care: A Symposium for Medical Students
title_fullStr	Teaching Trauma-Informed Care: A Symposium for Medical Students
title_full_unstemmed	Teaching Trauma-Informed Care: A Symposium for Medical Students
title_sort	teaching trauma-informed care: a symposium for medical students
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/fd0f249c8f664caaba8623aa5b508153
work_keys_str_mv	AT binnychokshi teachingtraumainformedcareasymposiumformedicalstudents AT kimberlywalsh teachingtraumainformedcareasymposiumformedicalstudents AT danielledooley teachingtraumainformedcareasymposiumformedicalstudents AT olanrewajufalusi teachingtraumainformedcareasymposiumformedicalstudents AT lawrencedeyton teachingtraumainformedcareasymposiumformedicalstudents AT leebeers teachingtraumainformedcareasymposiumformedicalstudents
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Teaching Trauma-Informed Care: A Symposium for Medical Students

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