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ACEs Educational Interventions for Medical Students and Residents: A Systematic Review.

Hannah Fairchild¹, Yasamean Zamani-Hank², Iris Kovar-Gough³

¹College of Human Medicine, Michigan State University, East Lansing, MI.

Family Medicine

|June 12, 2026

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Adverse childhood experiences (ACEs) education is growing in medical training, but most interventions lack rigor and only show short-term knowledge gains. Future research needs objective measures to assess lasting physician behavior change for addressing ACEs.

Area of Science:

Medical Education
Public Health
Psychology

Background:

Adverse Childhood Experiences (ACEs) impact nearly two-thirds of the US population, leading to long-term health issues.
Integrating ACEs education into medical curricula is crucial for preparing future physicians.
This review assesses ACEs educational interventions in US medical education.

Purpose of the Study:

To systematically review the effectiveness of ACEs educational interventions in US medical education.
To evaluate the impact on student and resident knowledge, attitudes, and practice.
To identify gaps and areas for improvement in current ACEs training.

Main Methods:

Systematic literature search conducted in January 2025.
Databases searched: MEDLINE (PubMed), ERIC, PsycInfo (2013-2025).

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PRISMA guidelines followed for study selection, data extraction, and quality assessment.

Main Results:

15 studies met inclusion criteria from 608 unique studies.
Most interventions were lecture-based; 46.7% included interactive components.
Significant knowledge gains reported, but few assessed objective knowledge or behavioral changes.

Conclusions:

ACEs education in medical training is expanding but lacks methodological rigor.
Current interventions demonstrate short-term knowledge improvement, with limited assessment of lasting behavior change.
Future research must prioritize objective and longitudinal outcomes to enhance physician preparedness for addressing ACEs.