The Use of Standardized Patients to Increase Medical Student Awareness of and Confidence in Screening for Human Trafficking

Abstract

Local Mentor: Laurie Erickson, MD APGO Advisor: Jody Steinauer, MD, MAS PROBLEM: Human trafficking is a growing problem, but is often unrecognized. Victims are frequently kept in isolation with little freedom and autonomy, limiting their access to resources and recovery. Skilled health care providers can be the first to intervene on the victim’s behalf. A healthcare provider’s knowledge of the signs/symptoms of trafficking, the use of skillful communication techniques, and a familiarity of the patient's rights and resources are vital. INTERVENTION: Medical students are assigned a web-based independent learning module about human trafficking, its signs and symptoms, intervention strategies, and resources. Each student then participates in a simulation with a standardized patient (SP) who is a victim of trafficking, a detail the student must uncover with history taking. They then complete reflective writing, receive individual feedback from the SP, and participate in a group faculty/peer debrief session. CONTEXT: The intervention occurs at the University of Arizona College of Medicine – Phoenix during the required OBGYN clerkship, with the standardized patient and follow-up experiences occurring during the final week of the six-week clerkship. OUTCOME/LESSONS LEARNED: Comparing pre-and post-intervention surveys of medical students identified a significant rise in confidence both in their ability to identify and also support victims of sex trafficking. In reflective essays, students most often feel sad, disappointed, or helpless during the SP encounter, but they remain committed develop rapport, provide resources, and empower their patient. These findings suggest that this is an effective educational intervention to teach medical students about sex trafficking.

Human Trafficking Education: A Pilot Study of Integration into Medical School Curriculum

“…17 In another study, medical students had a significant increase in confidence in their ability to identify and support victims of ST after an SP activity and debriefing session. 18 However, many limitations were identified after the introduction and assessment of student feedback on our curriculum. Only 1 student per group actively interviewed the SP while the other students observed and participated in the discussion.…”

“… 17 In another study, medical students had a significant increase in confidence in their ability to identify and support victims of ST after an SP activity and debriefing session. 18 …”

Training Experiences of Emergency Department Providers in the Recognition of Child Trafficking

“…At the University of Arizona College of Medicine-Phoenix, third-year medical students complete an e-learning module on trafficking, followed by a simulation exercise during the required obstetrics-gynecology clerkship. 32 In this way, education and skill building regarding recognition and care of trafficked patients can be seamlessly integrated into existing curricula without allocating additional sessions into an already crowded provider training curriculum. These integrated learning opportunities may provide the optimal model for demonstrating each member of the multidisciplinary team's role and the subtleties of interagency and intra-agency communications in serving the needs of trafficked persons.…”

“…Students could be assigned online modules that reinforce and refine prior learning during clinical rotations and receive additional “hands-on” training at the bedside or with standardized patients in simulation exercises. At the University of Arizona College of Medicine–Phoenix, third-year medical students complete an e-learning module on trafficking, followed by a simulation exercise during the required obstetrics-gynecology clerkship 32 . In this way, education and skill building regarding recognition and care of trafficked patients can be seamlessly integrated into existing curricula without allocating additional sessions into an already crowded provider training curriculum.…”

Advancement of Athletic Training Clinical Education Through Preceptor-Led Instructional Strategies

“…7(p638) Standardized patient encounters are becoming exceedingly more common in health education programs. [11][12][13][14][15][16][17][18][19] The development of an SP encounter is a thorough and rigorous process, which often takes several weeks of planning and training before implementation. [20][21][22][23][24] Through SP encounters, students are able to develop confidence, 13,[25][26][27] improve clinical reasoning, 13,17 collaborate 14 and communicate interprofessionally, 28 and positively impact learner motivation 27,29 and clinical skill acquisition.…”