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Trigger warnings as tools for learning-theorising an evolving cultural concept.

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Trigger warnings in education are debated, but evidence suggests they do not impact comprehension or emotions. They may increase engagement with material, supporting informed learning and critical reflection in healthcare education.

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Area of Science:

  • Education
  • Psychology
  • Healthcare Professions Education

Background:

  • Trigger warnings are debated in education, with concerns about academic freedom and resilience.
  • Proponents view trigger warnings as accommodations that enhance inclusion and informed engagement.
  • A meta-analysis showed no effect on emotions or comprehension, but potential for increased engagement.

Purpose of the Study:

  • To review and synthesize evidence on trigger warnings in healthcare professions education.
  • To explore the role of trigger warnings within theoretical frameworks like andragogy and transformative learning.
  • To address tensions between emotional learning and learner needs in educational settings.

Main Methods:

  • Conducted a narrative review and synthesis of evidence from various disciplines.
  • Applied evidence to theoretical frameworks relevant to healthcare professional education.
  • Explored theoretical gaps and limitations concerning trigger warnings.

Main Results:

  • Evidence on trigger warnings in healthcare education is limited.
  • Trigger warnings may increase engagement with material, but findings require cautious interpretation due to heterogeneity.
  • Controlled experimental designs do not fully capture complex social learning environments.

Conclusions:

  • Trigger warnings can be tools for critical reflection and emotional literacy.
  • They can help curate effective learning environments and support humanistic professional identity.
  • Proposed a conceptual model for trigger warnings within trauma-informed pedagogies.