Binny Chokshi1, Kimberly Walsh2, Danielle Dooley3, Olanrewaju Falusi4, Lawrence Deyton5, Lee Beers6. 1. Pediatrician and Co-Medical Director Healthy Generations, Children's National Hospital; Assistant Professor of Pediatrics, George Washington University School of Medicine and Health Sciences. 2. Clinical Research Coordinator, Children's National Hospital. 3. Pediatrician and Medical Director of Community Affairs and Population Health, Child Health Advocacy Institute, Children's National Hospital; Assistant Professor of Pediatrics and Co-Course Director, Patients Populations and Systems, George Washington University School of Medicine and Health Sciences. 4. Pediatrician and Medical Director Advocacy Education, Child Health Advocacy Institute, Children's National Hospital; Assistant Professor of Pediatrics, George Washington University School of Medicine and Health Sciences. 5. Senior Associate Dean of Clinical Public Health, Murdock Head Professor of Medicine and Health Policy, and Professor of Medicine, George Washington University School of Medicine and Health Sciences. 6. Pediatrician and Medical Director for Municipal and Regional Affairs, Child Health Advocacy Institute, Children's National Hospital; Co-Director Early Childhood Innovation Network, Children's National Hospital; Associate Professor of Pediatrics, George Washington University School of Medicine and Health Sciences.
Abstract
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.
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.
Keywords:
Adverse Childhood Experiences; Case-Based Learning; Communication Skills; Editor's Choice; Psychology & Behavioral Science; Public Health Education; Trauma-Informed Care
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