Albany Medical College, Albany, NY, USA.
University of Oklahoma School of Community Medicine, Tulsa, OK, USA.
Perm J. 2024 Mar 15;28(1):169-179. doi: 10.7812/TPP/23.129. Epub 2024 Mar 5.
Trauma is common in the United States, increases risk of long-term adverse health effects, and individuals who experience it often find seeking medical care difficult. Trauma-informed care (TIC) builds trust and fosters healing relationships between clinicians and patients; however medical education has lacked consistent training in TIC. Using recently published competencies for undergraduate medical education (UME), this manuscript provides curricular examples across 8 domains to assist faculty in developing educational content.
The authors identified published curricula for each of the 8 competency domains using a published search strategy and publicly available database. Inclusion criteria were published works focused on UME in the United States; abstracts and curricula not focused on UME were excluded. The authors used a consensus-based process to review 15 eligible curricula for mapping with the competencies.
Of 15 published UME curricula, 11 met criteria and exemplify each of the 8 UME competency domains. Most of the available curricula fall into the Knowledge for Practice and Patient Care domains. Most were offered in the first 2 years of medical school.
Competency-based medical education for TIC is new, and most current educational offerings are foundational in nature. Additional innovation is needed in the competency domains of Professionalism, Systems-Based Practice, Interprofessional Collaboration, and Personal/Professional Development. This manuscript offers a set of curricular examples that can be used to aid efforts at implementing TIC competencies in UME; future work must focus on improving assessment methods and developmental sequencing as more students are exposed to TIC principles.
在美国，创伤很常见，会增加长期不良健康后果的风险，而经历过创伤的人往往发现很难寻求医疗护理。创伤知情护理（TIC）建立了临床医生和患者之间的信任，并促进了治愈关系；然而，医学教育在 TIC 方面缺乏一致的培训。使用最近发布的本科医学教育（UME）能力标准，本文档在 8 个领域提供了课程示例，以帮助教师开发教育内容。
作者使用已发布的搜索策略和公开可用的数据库，确定了 8 个能力领域中每一个领域的已发表课程。纳入标准为专注于美国 UME 的已发表作品；排除不专注于 UME 的摘要和课程。作者使用基于共识的流程，对 15 份符合条件的课程进行了映射，以符合能力标准。
在 15 份已发表的 UME 课程中，有 11 份符合标准，体现了 UME 的 8 个能力领域。大多数可用课程都属于实践知识和患者护理领域。大多数课程都在医学院的前 2 年开设。
TIC 的基于能力的医学教育是新的，大多数当前的教育课程本质上是基础性质的。在专业精神、系统为基础的实践、跨专业合作和个人/职业发展等能力领域需要更多的创新。本文提供了一系列课程示例，可以用来帮助在 UME 中实施 TIC 能力的努力；未来的工作必须专注于改进评估方法和发展顺序，因为更多的学生接触到 TIC 原则。
