Trauma-Informed Care for Acute Care Settings : A Novel Simulation Training for Medical Students
© 2023 Kung et al..
Introduction: Physicians often care for patients who have experienced traumatic events including abuse, discrimination, and violence. Trauma-informed care (TIC) is a framework that recognizes the prevalence of trauma, promotes patient empowerment, and minimizes retraumatization. There are limited education curricula on how to apply TIC to acute care settings, with simulation-based training presenting a novel educational tool for this aim.
Methods: Students participated in a didactic on TIC principles and its applications in acute care settings. Learners participated in three simulation cases where they performed physical exams and gathered history on patients with urgent medical needs related to intimate partner violence, transgender health, and health care discrimination. Debriefing followed each simulation.
Results: Seventeen medical students participated across four sessions. The sessions were evaluated with pre- and postparticipation surveys, including Likert scales and free-response questions. After participation, individuals' self-assessed confidence improved across multiple domains, including identifying situations for trauma screenings, inquiring about trauma, and responding as a bystander. Learners also felt more familiar with TIC-specific history taking and physical exam skills. Finally, simulation was perceived as a beneficial educational tool. All findings were statistically significant (p ≤ .01).
Discussion: Our simulation-based training enabled students to practice conversations and interventions related to trauma. This novel training represents a feasible and effective means for teaching TIC for acute care settings, including in the emergency department and in-patient settings. Development and evaluation were supported by the Society for Academic Emergency Medicine.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2023 |
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| Erschienen: |
2023 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:19 |
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| Enthalten in: |
MedEdPORTAL : the journal of teaching and learning resources - 19(2023) vom: 15., Seite 11327 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Lee, Caroline H [VerfasserIn] |
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| Links: |
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| Anmerkungen: |
Date Completed 01.08.2023 Date Revised 01.08.2023 published: Electronic-eCollection Citation Status MEDLINE |
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| doi: |
10.15766/mep_2374-8265.11327 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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| PPN (Katalog-ID): |
NLM360198694 |
|---|
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| 500 | |a Date Revised 01.08.2023 | ||
| 500 | |a published: Electronic-eCollection | ||
| 500 | |a Citation Status MEDLINE | ||
| 520 | |a © 2023 Kung et al. | ||
| 520 | |a Introduction: Physicians often care for patients who have experienced traumatic events including abuse, discrimination, and violence. Trauma-informed care (TIC) is a framework that recognizes the prevalence of trauma, promotes patient empowerment, and minimizes retraumatization. There are limited education curricula on how to apply TIC to acute care settings, with simulation-based training presenting a novel educational tool for this aim | ||
| 520 | |a Methods: Students participated in a didactic on TIC principles and its applications in acute care settings. Learners participated in three simulation cases where they performed physical exams and gathered history on patients with urgent medical needs related to intimate partner violence, transgender health, and health care discrimination. Debriefing followed each simulation | ||
| 520 | |a Results: Seventeen medical students participated across four sessions. The sessions were evaluated with pre- and postparticipation surveys, including Likert scales and free-response questions. After participation, individuals' self-assessed confidence improved across multiple domains, including identifying situations for trauma screenings, inquiring about trauma, and responding as a bystander. Learners also felt more familiar with TIC-specific history taking and physical exam skills. Finally, simulation was perceived as a beneficial educational tool. All findings were statistically significant (p ≤ .01) | ||
| 520 | |a Discussion: Our simulation-based training enabled students to practice conversations and interventions related to trauma. This novel training represents a feasible and effective means for teaching TIC for acute care settings, including in the emergency department and in-patient settings. Development and evaluation were supported by the Society for Academic Emergency Medicine | ||
| 650 | 4 | |a Journal Article | |
| 650 | 4 | |a Research Support, Non-U.S. Gov't | |
| 650 | 4 | |a Communication Skills | |
| 650 | 4 | |a Diversity | |
| 650 | 4 | |a Emergency Medicine | |
| 650 | 4 | |a Equity | |
| 650 | 4 | |a Gender Issues in Medicine | |
| 650 | 4 | |a Inclusion | |
| 650 | 4 | |a Intimate Partner Violence | |
| 650 | 4 | |a Pediatric Emergency Medicine | |
| 650 | 4 | |a Simulation | |
| 650 | 4 | |a Trauma-Informed Care | |
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| 700 | 1 | |a Brown, Taylor |e verfasserin |4 aut | |
| 700 | 1 | |a Ashworth, Henry |e verfasserin |4 aut | |
| 700 | 1 | |a Lewis, Jason J |e verfasserin |4 aut | |
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