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Trauma-informed precepting: A novel curriculum for faculty development.

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This summary is machine-generated.

A new online curriculum improved medical faculty knowledge of trauma-informed care (TIC). However, comfort applying TIC principles with patients and students remained unchanged, suggesting a need for further training.

Keywords:
Adverse childhood experiencescontinuing medical educationtrauma-informed caretrauma-informed medical education

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Area of Science:

  • Medical Education
  • Psychology
  • Public Health

Background:

  • Traumatic experiences significantly impact patient, student, and clinician health.
  • Trauma-informed care (TIC) is a harm reduction framework to mitigate trauma's negative effects.
  • Standardized curricula for teaching TIC clinical skills in undergraduate medical education (UME) are lacking.

Purpose of the Study:

  • To develop and evaluate a standardized educational curriculum for faculty in UME.
  • To support faculty in instructing and precepting trauma-informed care (TIC) clinical skills.
  • To address the need for faculty training in TIC.

Main Methods:

  • A five-module asynchronous online curriculum was created.
  • Modules covered trauma epidemiology, TIC clinical skills, precepting, and self-care (TISC).
  • Fifty-three faculty members participated in the educational intervention.

Main Results:

  • Faculty participants showed increased knowledge of TIC principles post-module completion.
  • Comfort levels in applying TIC with patients and students did not significantly change.
  • The curriculum was interactive and utilized multimedia content.

Conclusions:

  • A novel, standardized online curriculum effectively enhanced faculty knowledge of TIC.
  • Further training, potentially including in-person components, may be needed to improve practical application and comfort.
  • This curriculum provides a foundation for faculty development in trauma-informed care.