TY - JOUR
T1 - Addressing Trauma and Building Resilience in Children and Families
T2 - Standardized Patient Cases for Pediatric Residents
AU - Lloyd, M. Cooper
AU - Ratner, Jessica
AU - La Charite, Jaime
AU - Ortiz, Robin
AU - Tackett, Sean
AU - Feldman, Leonard
AU - Solomon, Barry S.
AU - Shilkofski, Nicole
N1 - Publisher Copyright:
© 2021 Lloyd et al.
PY - 2021
Y1 - 2021
N2 - Introduction: Adverse childhood experiences (ACEs) and trauma are common and can negatively impact children's health. Standardized patient (SP) learning may provide trainees with knowledge and skills to screen for and manage ACEs, apply trauma-informed care approaches, and teach resilience strategies. Methods: With content experts, we developed three SP cases based on common clinical encounters, as well as didactic and debriefing materials. Case 1 focused on somatic symptoms in an adolescent with ACEs, case 2 focused on an ACE disclosure by a parent, and case 3 focused on de-escalation. The workshop required facilitators, SPs, simulation exam room and meeting space, and audiovisual equipment. It lasted 4 hours and included an orientation (1 hour), the three SP cases (totaling 2 hours), and group debriefing (1 hour). Results: We conducted five identical workshops with 22 pediatric residents. Participants responded favorably to case fidelity and applicability to their clinical work. Resident mean self-assessment scores improved significantly from baseline. Specifically, we assessed comfort with inquiring about and discussing ACEs, explaining the health impacts of trauma, identifying protective factors, resilience counseling, and de-escalation. Over 90% of responses indicated that residents were likely to apply what they had learned to their clinical practice. Discussion: These findings demonstrate that our SP cases were well received and suggest that such curricula can help pediatric residents feel more prepared to address trauma and promote resilience. Future work will assess these outcomes, as well as behavior change, in a larger sample to further substantiate these promising findings.
AB - Introduction: Adverse childhood experiences (ACEs) and trauma are common and can negatively impact children's health. Standardized patient (SP) learning may provide trainees with knowledge and skills to screen for and manage ACEs, apply trauma-informed care approaches, and teach resilience strategies. Methods: With content experts, we developed three SP cases based on common clinical encounters, as well as didactic and debriefing materials. Case 1 focused on somatic symptoms in an adolescent with ACEs, case 2 focused on an ACE disclosure by a parent, and case 3 focused on de-escalation. The workshop required facilitators, SPs, simulation exam room and meeting space, and audiovisual equipment. It lasted 4 hours and included an orientation (1 hour), the three SP cases (totaling 2 hours), and group debriefing (1 hour). Results: We conducted five identical workshops with 22 pediatric residents. Participants responded favorably to case fidelity and applicability to their clinical work. Resident mean self-assessment scores improved significantly from baseline. Specifically, we assessed comfort with inquiring about and discussing ACEs, explaining the health impacts of trauma, identifying protective factors, resilience counseling, and de-escalation. Over 90% of responses indicated that residents were likely to apply what they had learned to their clinical practice. Discussion: These findings demonstrate that our SP cases were well received and suggest that such curricula can help pediatric residents feel more prepared to address trauma and promote resilience. Future work will assess these outcomes, as well as behavior change, in a larger sample to further substantiate these promising findings.
KW - Adverse Childhood Experiences
KW - Communication Skills
KW - De-escalation
KW - Pediatrics
KW - Resilience
KW - Simulation
KW - Standardized Patient
KW - Trauma-Informed Care
UR - http://www.scopus.com/inward/record.url?scp=85122167667&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85122167667&partnerID=8YFLogxK
U2 - 10.15766/mep_2374-8265.11193
DO - 10.15766/mep_2374-8265.11193
M3 - Article
C2 - 34820511
AN - SCOPUS:85122167667
SN - 2374-8265
VL - 17
SP - 11193
JO - MedEdPORTAL : the journal of teaching and learning resources
JF - MedEdPORTAL : the journal of teaching and learning resources
ER -