A Novel, Trauma-Informed Physical Examination Curriculum for First-Year Medical Students

Elisseou, Sadie; Puranam, Sravanthi; Nandi, Meghna

doi:10.15766/mep_2374-8265.10799

Cited by 56 publications

(56 citation statements)

References 13 publications

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“… 14 The second focuses on one component of a trauma-informed approach, teaching trauma-informed physical examination techniques to medical students. 15 MedEdPORTAL has also published two resources dealing with ACEs that include content related to trauma-informed care. One describes a mandatory 3-hour workshop for first-year medical students at Rutgers New Jersey School of Medicine.…”

Section: Introductionmentioning

confidence: 99%

Teaching Trauma-Informed Care: A Symposium for Medical Students

et al. 2020

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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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Section: Introductionmentioning

confidence: 99%

Teaching Trauma-Informed Care: A Symposium for Medical Students

et al. 2020

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“…The ongoing national efforts of medical curriculum redesign feature a creative use of various instructional methods and state-of-the-art technologies to close healthcare competency gaps. [1][2][3] A successful knowledge transfer from basic science concepts to clinical reasoning to clinical skills has been identified as a challenging area that can be benefited from this endeavor. [4][5][6] Specifically, high-fidelity simulations have been proposed as a viable approach to enhance basic science concepts and clinical reasoning skills at an early stage of medical student training and demonstrated the evidence of effectiveness.…”

Section: Introductionmentioning

confidence: 99%

<p>Integrating High-Fidelity Simulation into a Medical Cardiovascular Physiology Curriculum</p>

Zheng¹,

Lapu²,

Khalid³

2020

AMEP

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Introduction: The challenges of transitioning from basic sciences to clerkships are well identified in medical education. High-fidelity simulations, which have established a track record of improving clinical reasoning and clinical skills, have been proposed as a viable approach to bridge the gap between basic sciences and clerkships. However, little is known about the results of using simulation to address the gap. Methods: In 2018, Morehouse School of Medicine enhanced the first-year cardiovascular physiology curriculum by integrating the high-fidelity simulation iStan into the cardiovascular physiology curriculum, with the purpose of early clinical exposure, cardiovascular concept mastery, and increased clinical associations. The integration included three structural design elements: (a) simulated clinical case introduction; (b) simulated clinical case development; and (c) student-led clinical case study. Results: The first-year medical (MD1) students' cardiovascular physiology learning outcomes have significantly improved compared to the last two cohorts of MD1 students, and the students' test-taking time was significantly reduced compared to the performance of the last two counterpart cohorts. Students reported increased engagement in the simulationenhanced cardiovascular physiology curriculum. Conclusion: The findings provide preliminary evidence to suggest that the structural integration of high-fidelity simulation in the cardiovascular physiology curriculum proved successful in terms of students' learning experience and learning outcomes. The three central elements of high-fidelity simulation integration can inform future endeavor as a structural solution to effectively bridge the gaps between basic science concepts and clinical reasoning by using high-fidelity simulations.

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“…Another module, also for medical students and faculty, focused on teaching physical examination skills in a traumainformed approach. 12 The results revealed that the module led to an increase in knowledge of trauma-informed language and physical examination maneuvers. 12 The results of these publications support the use of modules as an effective way to teach concepts related to ACEs and TIC.…”

Section: Introductionmentioning

confidence: 96%

“…12 The results revealed that the module led to an increase in knowledge of trauma-informed language and physical examination maneuvers. 12 The results of these publications support the use of modules as an effective way to teach concepts related to ACEs and TIC. Ours is the first module on ACEs and TIC that is designed for pediatric residents, peerreviewed, and available online.…”

Section: Introductionmentioning

confidence: 96%

Adverse Childhood Experiences and Trauma-Informed Care: An Online Module for Pediatricians

et al. 2019

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Introduction: The epidemic of adverse childhood experiences (ACEs) has many known health consequences. Robust research has linked ACEs to increased morbidity and mortality. Because of their frequent interaction with children and their families, pediatricians should be educated to recognize ACEs and practice trauma-informed care (TIC). There is a lack of education for pediatric residents on ACEs despite their significance. Our goals were to identify residents' baseline perceived importance, confidence, and frequency of discussion of ACEs, TIC, toxic stress, and resiliency and evaluate the efficacy of an educational module addressing these topics. Methods: A 25-minute self-directed module was created for pediatric residents. The module was accessible online and independently completed by residents during the child advocacy rotation. Pre-and postmodule surveys using a 5-point Likert scale (1 = low, 5 = high) were administered, and median scores of 11 participants who completed both surveys were compared using the Wilcoxon signed rank test. Results: Presurvey results demonstrated that residents were not confident discussing ACEs, TIC, or resiliency (median = 2). Residents reported that it was very important to discuss ACEs, toxic stress, and resiliency with families (median = 5), although they were rarely discussed in clinic (median = 1 or 2). Matched pre/post data showed significant increases in knowledge, confidence, and discussion frequency. Discussion: The results demonstrated a need for ACE education for pediatric residents. The matched survey results showed the module's success in knowledge and behavior change. The module can be adapted to other learners to enhance understanding of ACEs.

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A Novel, Trauma-Informed Physical Examination Curriculum for First-Year Medical Students

Cited by 56 publications

References 13 publications

Teaching Trauma-Informed Care: A Symposium for Medical Students

Teaching Trauma-Informed Care: A Symposium for Medical Students

<p>Integrating High-Fidelity Simulation into a Medical Cardiovascular Physiology Curriculum</p>

Adverse Childhood Experiences and Trauma-Informed Care: An Online Module for Pediatricians

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