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

Area of Science:

• Medical Education
• Trauma-Informed Care
• Clinical Skills Training

Background:

• Trauma significantly impacts general population health.
• Physicians frequently encounter trauma survivors but often lack trauma-informed care training.
• A gap exists in equipping healthcare providers with skills to care for trauma survivors.

Purpose of the Study:

• To implement and evaluate a novel curriculum on trauma-informed physical examination skills.
• To address the deficit in trauma-informed care education for medical students.
• To enhance patient safety, control, and trust during physical examinations.

Main Methods:

• A large-group lecture introduced a trauma-informed physical examination framework to 148 first-year medical students and 40 faculty.
• A standardized patient demonstrated specific language and behaviors for enhancing patient safety.
• Small groups allowed students to practice vital signs using a trauma-informed approach under faculty supervision.

Main Results:

• Student satisfaction with the session was high (4.08/5).
• Students found the session highly effective in defining trauma-informed physical examinations (4.29/5).
• Knowledge gained and satisfaction indicated session effectiveness.

Conclusions:

• The implemented curriculum was well-received and effective in teaching trauma-informed skills.
• This model can be adopted by other institutions to integrate trauma-informed care into clinical skills curricula.
• Future physicians are better prepared to provide sensitive and effective care to trauma survivors.