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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-in...

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Autores principales: Chokshi, Binny, Walsh, Kimberly, Dooley, Danielle, Falusi, Olanrewaju, Deyton, Lawrence, Beers, Lee
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Association of American Medical Colleges 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7780743/
https://www.ncbi.nlm.nih.gov/pubmed/33409358
http://dx.doi.org/10.15766/mep_2374-8265.11061
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author Chokshi, Binny
Walsh, Kimberly
Dooley, Danielle
Falusi, Olanrewaju
Deyton, Lawrence
Beers, Lee
author_facet Chokshi, Binny
Walsh, Kimberly
Dooley, Danielle
Falusi, Olanrewaju
Deyton, Lawrence
Beers, Lee
author_sort Chokshi, Binny
collection PubMed
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.
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spelling pubmed-77807432021-01-05 Teaching Trauma-Informed Care: A Symposium for Medical Students Chokshi, Binny Walsh, Kimberly Dooley, Danielle Falusi, Olanrewaju Deyton, Lawrence Beers, Lee MedEdPORTAL Original Publication 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. Association of American Medical Colleges 2020-12-30 /pmc/articles/PMC7780743/ /pubmed/33409358 http://dx.doi.org/10.15766/mep_2374-8265.11061 Text en © 2020 Chokshi et al. https://creativecommons.org/licenses/by/4.0/ This is an open-access publication distributed under the terms of the Creative Commons Attribution (https://creativecommons.org/licenses/by/4.0/) license.
spellingShingle Original Publication
Chokshi, Binny
Walsh, Kimberly
Dooley, Danielle
Falusi, Olanrewaju
Deyton, Lawrence
Beers, Lee
Teaching Trauma-Informed Care: A Symposium for Medical Students
title 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_short Teaching Trauma-Informed Care: A Symposium for Medical Students
title_sort teaching trauma-informed care: a symposium for medical students
topic Original Publication
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7780743/
https://www.ncbi.nlm.nih.gov/pubmed/33409358
http://dx.doi.org/10.15766/mep_2374-8265.11061
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