Trauma-Informed Care as a Universal Precaution: A Brief, Case-Based, Educational Primer Featuring Role-Playing and Individual Self-Reflection Exercises.

Autor:	Kopstick AJ; Dr. Kopstick: Assistant Professor, Division of Pediatric Critical Care, Department of Pediatric Medicine, Texas Tech University Health Science Center El Paso, El Paso, TX. Dr. Aly: Resident, Department of Pediatric Medicine, Texas Tech University Health Sciences Center El Paso, El Paso, TX. Ms. Zientek: Medical Student, Paul L. Foster School of Medicine, El Paso, TX. Dr. Williams: Associate Professor, Division of Pediatric Critical Care, Department of Pediatrics, and an Associate Director, Pediatric Critical Care and Neurotrauma Recovery Program, Oregon Health & Science University, Portland, OR. Dr. Hall: Associate Professor, Department of Pediatrics, and an Associate Director, Pediatric Critical Care and Neurotrauma Recovery Program; and a Co-Training Director, Psychology & Neuropsychology Fellowships, Oregon Health & Science University, Portland, OR. Dr. Macauley: Professor, Division of Pediatric Palliative Care, Department of Pediatrics, Oregon Health & Science University, Portland, OR. Dr. Duffee: AAP Council on Community Pediatrics., Aly AM, Zientek E, Williams CN, Hall TA, Macauley RC, Duffee JH
Jazyk:	angličtina
Zdroj:	The Journal of continuing education in the health professions [J Contin Educ Health Prof] 2024 Apr 02. Date of Electronic Publication: 2024 Apr 02.
DOI:	10.1097/CEH.0000000000000552
Abstrakt:	Abstract: Despite its growing popularity, the implementation of Trauma-Informed Care (TIC) in standard medical practices remains insufficient. A workshop, featuring role-playing scenarios and individual self-reflection exercises, was developed to enhance compassion among health care providers. The workshop was created by a multidisciplinary team of community pediatricians, pediatric intensivists, psychologists, and palliative care physicians, was structured around key elements and principles of TIC, and was based on actual patient encounters. The 90-minute session included didactics, role-playing, writing and self-reflection exercises, and large-group debriefings, and it was presented at two academic meetings. It is currently available as an open-sourced, freely accessible website. The workshop was attended by individuals with varying levels of training and experience. Of approximated 80 participants, 39 responded to surveys about baseline knowledge and workshop satisfaction, and 24 completed self-perceived pre- and postknowledge surveys. Nearly 90% had limited prior exposure to TIC. All rated the workshop highly, with no significant differences based on workshop facilitation. Nearly 95% felt that they learned something that would impact their day-to-day practices. Self-perceived pre-post knowledge showed statistically significant improvements. This workshop is feasible and can potentially increase health care professionals' capacity to care, decrease moral injury, and alleviate burnout from difficult cases. Competing Interests: Disclosures: The authors declare no conflict of interest. (Copyright © 2024 The Alliance for Continuing Education in the Health Professions, the Association for Hospital Medical Education, and the Society for Academic Continuing Medical Education.)
Databáze:	MEDLINE
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