Bell Sarah Beth, Miller-Cribbs Julie, Meireles Juliana, Clifton Shari, Bright Rachel, Moon Alice, Jamshed Hudia, Wen Frances, Jelley Martina
Office for Research Development and Scholarly Activity, School of Community Medicine, University of Oklahoma Health Sciences, Tulsa, OK, USA.
Anne and Henry Zarrow School of Social Work, University of Oklahoma, Tulsa, OK, USA.
BMC Health Serv Res. 2025 Jul 11;25(1):949. doi: 10.1186/s12913-025-13086-w.
Experiencing trauma can affect health and wellbeing throughout the lifespan. Trauma-informed care is a framework that addresses the impact of trauma and promotes treatment approaches sensitive to this lived experience. In response to emerging awareness about trauma-informed care, educators are beginning to adapt undergraduate medical education (UME) to include content about using a trauma-informed approach when caring for patients. In 2023, leaders in the field of trauma-informed care developed a core set of competencies that institutions can use to guide their curricula in this area. This scoping review aggregated and synthesized studies evaluating trauma-informed care curricula in medical schools to examine the efficacy of different pedagogical approaches. It also mapped how these approaches align with the recently developed trauma-informed competencies for UME.
A comprehensive search strategy was used to search seven databases for articles related to teaching trauma-informed care principles to undergraduate medical students. Articles were included only if the curricula had been implemented and evaluated. A total of 233 articles were retrieved. Independent coders used a two-tier process to determine which papers met inclusion criteria. The coders extracted key information from the studies focused on training facilitators, participants, curriculum content, teaching methods, learner outcomes, and competencies.
Fifteen papers were included in this scoping review, and several common themes emerged among the studies. Most trainings were brief (median 3.5 h) and taught by a multidisciplinary team. All trainings incorporated didactic components. Most also gave the trainees opportunities to apply and practice their knowledge through role playing, simulations, or patient interviews. All studies included a qualitative evaluation component, with most also having a quantitative component. Most studies reported that students acquired more knowledge and confidence in implementing trauma-informed care following the trainings. However, only two included a longitudinal follow-up component in their evaluation.
Trauma-informed care is beginning to be implemented in undergraduate medical education. Brief trainings in this area can increase future providers' abilities to understand how trauma affects patients and to work in appropriate ways with patients who have experienced trauma. The literature in this review can be used to guide educators seeking to incorporate trauma-informed care into undergraduate medical curricula.
经历创伤会影响人的一生的健康和幸福。创伤知情护理是一个框架，旨在解决创伤的影响，并推广对这种生活经历敏感的治疗方法。为响应人们对创伤知情护理的新认识，教育工作者开始调整本科医学教育（UME），使其纳入在护理患者时使用创伤知情方法的相关内容。2023年，创伤知情护理领域的领导者制定了一套核心能力标准，机构可据此指导该领域的课程设置。本范围综述汇总并综合了评估医学院校创伤知情护理课程的研究，以考察不同教学方法的效果。它还梳理了这些方法与最近制定的本科医学教育创伤知情能力标准的契合程度。
采用全面的检索策略，在七个数据库中搜索与向本科医学生传授创伤知情护理原则相关的文章。仅纳入已实施并评估过的课程的文章。共检索到233篇文章。独立编码员采用两级流程来确定哪些论文符合纳入标准。编码员从专注于培训促进者、参与者、课程内容、教学方法、学习者成果和能力的研究中提取关键信息。
本范围综述纳入了15篇论文，研究中出现了几个共同主题。大多数培训时间较短（中位数为3.5小时），由多学科团队授课。所有培训都包含讲授部分。大多数培训还通过角色扮演、模拟或患者访谈，让学员有机会应用和实践所学知识。所有研究都包括定性评估部分，大多数还设有定量评估部分。大多数研究报告称，培训后学生在实施创伤知情护理方面获得了更多知识和信心。然而，只有两项研究在评估中纳入了纵向随访部分。
创伤知情护理已开始在本科医学教育中实施。该领域的短期培训可以提高未来医疗服务提供者理解创伤如何影响患者以及以适当方式与经历过创伤的患者合作的能力。本综述中的文献可用于指导寻求将创伤知情护理纳入本科医学课程的教育工作者。
