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

Schmitz, Anna; Light, Susan; Barry, Courtney; Hodges, Kelly L.

doi:10.15766/mep_2374-8265.10851

Cited by 21 publications

(27 citation statements)

References 10 publications

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“…The second is a 25-minute self-directed module for pediatric residents embedded into an advocacy rotation. 17 That module focuses on defining ACEs and their effect on health, equipping clinicians with tools to recognize how ACEs may contribute to a patient's presentation, and helping students reframe interactions with a trauma-informed lens. 17 While there is a focus on the specifics of the trauma-informed approach, that 25-minute module is concise and therefore lacks a component of interactive discussion and application.…”

Section: Introductionmentioning

confidence: 99%

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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%

“… 17 While there is a focus on the specifics of the trauma-informed approach, that 25-minute module is concise and therefore lacks a component of interactive discussion and application. 17 …”

Section: Introductionmentioning

confidence: 99%

Teaching Trauma-Informed Care: A Symposium for Medical Students

et al. 2020

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“…For example, in a recent study, Schmitz, Light, Barry, and Hodges created an online module for pediatricians. 34 In the case of the present study, the two modes of delivery of the activity and comparative attendance are worthy of mention. About one-quarter of the students attended the live classroom session, while three-quarters of the class viewed the lecture online.…”

Section: Quality Commentmentioning

confidence: 95%

“…33 Schmitz, Light, Barry, and Hodges found that pediatric residents were not confident discussing ACEs, TIC, or resiliency even while acknowledging the importance of discussing ACEs, toxic stress, and resiliency with pediatric patients and their families, and highlighted the need for ACE education. 34 In this vein, the goal of our educational activity was to make a readily disseminatable version of an ACEs introduction, which could be easily implemented given limited curriculum time and educator availabilities. With the broad number of topics that need to be covered in undergraduate medication, the time allotted for new yet essential curriculum topics is limited.…”

Section: Introductionmentioning

confidence: 99%

Introducing ACEs (Adverse Childhood Experiences) and Resilience to First-Year Medical Students

Onigu-Otite

Idicula

2020

MedEdPORTAL

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Introduction: Adverse childhood experiences (ACEs) are associated with negative mental and physical health outcomes and predictive of higher sociodemographic risk. Introducing ACEs into undergraduate medical education is key to prevention, early recognition, and intervention. Methods: In a 1-hour lecture, held live and viewed online, we delivered a condensed introduction to ACEs to first-year medical students. Live-classroom participants completed pre-/postsession questionnaires self-assessing their knowledge of 10 content areas on a 5-point Likert scale. We analyzed quantitative data to determine mean scores and differences. We synthesized qualitative data obtained from feedback. Results: One hundred twenty-four students, including 32 live-classroom attendees and 92 online viewers, participated in this activity. Self-assessment scores increased in all content areas measured, with a mean increase of 1.5 (p < .0001). The most significant increases occurred in identifying household dysfunction as ACEs (increase of 2.3), calculating an ACE score (increase of 2.2), differentiating between child abuse acts of commission and omission (increase of 1.9), describing resilience (increase of 1.7), and recognizing the link between ACEs and chronic medical conditions (increase of 1.4). Participants found the lecture informative, appreciating the use of the case illustrating how ACEs impact health and an interactive slide on the risks conferred by cumulative ACEs. Learners welcomed the positive message of resilience. Discussion: Introducing ACEs in medical student education is feasible. Educating the next generation of health providers on ACEs while highlighting prevention and resilience and teaching trauma-informed care is crucial. This lecture can be readily incorporated into medical student curricula.

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“…One describes a mandatory 3-hour workshop for first-year medical students at Rutgers New Jersey School of Medicine including didactics combined with small-group discussion, 16 and the second reports on a 25-minute self-directed module for pediatric residents embedded into an advocacy rotation. 17 MedEdPORTAL has also published two resources related to TIC, one on caring for female sexual assault survivors 18 and the second on trauma-informed physical examination techniques. 19 With the exception of the 25-minute self-directed module, 18 these learning opportunities require faculty in place to deliver the content.…”

Section: Introductionmentioning

confidence: 99%

Interactive Case-Based Childhood Adversity and Trauma-Informed Care Electronic Modules for Pediatric Primary Care

2020

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Introduction: Training health professionals for the skills and capacity to respond adequately to children and adults who have been exposed to adverse childhood experiences is recognized as an essential need in health care. Accessible opportunities to educate physicians and physician-trainees are limited. Methods: Four computer-based e-modules were created focusing on addressing childhood adversity and implementing trauma-informed care in the pediatric primary care setting. These childhood adversity and trauma-informed care (CA-TIC) e-modules were designed as an individualized, self-directed experience to allow for distance learning with flexibility to be embedded into existing coursework. To foster an engaging learning environment, we narrated the modules, prioritized images, and included the opportunity for participant interaction via multiple-choice and short-answer questions. Twenty-eight pediatric residents, two medical students, four attending physicians, and one fellow at Children's National Hospital completed the e-modules. Results: Overall, participants rated the CA-TIC e-modules 4.6 (SD = 0.5) out of 5 for design and quality. Using paired t tests and Wilcoxon signed rank tests, we found statistically significant score increases from presession to postsession for participants' knowledge, attitudes, practice, and confidence related to CA-TIC. The most commonly cited learning points and practice changes included asking about trauma in practice and the seven C's of resilience. Discussion: A trauma-informed, strengths-based approach to care can assist health care providers in mitigating the link between adversity and related poor health outcomes. The CA-TIC e-modules provide an opportunity to train health professionals using an innovative, self-directed, and low-resource mechanism.

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

Cited by 21 publications

References 10 publications

Teaching Trauma-Informed Care: A Symposium for Medical Students

Teaching Trauma-Informed Care: A Symposium for Medical Students

Introducing ACEs (Adverse Childhood Experiences) and Resilience to First-Year Medical Students

Interactive Case-Based Childhood Adversity and Trauma-Informed Care Electronic Modules for Pediatric Primary Care

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