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Applying a Trauma-Informed Lens to Challenging Adolescent Encounters: A Faculty Development Session for Pediatricians
Deborah Hall1, Yael Smiley1, Ariella Slovin2
1Assistant Professor, Department of Pediatrics, The George Washington University School of Medicine and Health Sciences.
Summary
A brief training session significantly improved pediatric providers' knowledge and confidence in applying trauma-informed care (TIC) principles to challenging adolescent encounters. This approach enhances patient outcomes and reduces provider burnout.
Area of Science:
- Medical Education
- Psychology
- Pediatrics
Background:
- Challenging patient encounters negatively impact patient health outcomes and contribute to provider burnout.
- A trauma-informed care (TIC) approach is essential, as many challenging encounters stem from patient trauma history.
Purpose of the Study:
- To assess the impact of a 1-hour virtual training session on pediatric providers' knowledge, confidence, and practice of TIC principles for adolescent encounters.
Main Methods:
- A synchronous virtual session on TIC was delivered to pediatric primary care faculty and staff.
- Paired pre- and post-session self-assessments using Likert-scale and free-text questions measured changes in knowledge, confidence, and practice.
- Descriptive statistics and paired t-tests analyzed the data.
Main Results:
- Statistically significant increases (p ≤ .001) in perceived knowledge, confidence, and practice were observed in 24 participants.
- 100% of participants showed improvement in at least one domain.
- Participants reported high relevance and positive feedback on content delivery.
Conclusions:
- A brief virtual TIC training session effectively enhances pediatric providers' understanding and confidence in managing challenging adolescent encounters.
- This intervention shows promise for improving care quality and supporting healthcare professionals.
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