Exploring How Best to Teach Trauma-Informed Care in Undergraduate Medical Education

Young, Jessica Lynn

Exploring How Best to Teach Trauma-Informed Care in Undergraduate Medical Education

dc.contributor.advisor	Brown, Allison
dc.contributor.advisor	Cooke, Lara
dc.contributor.author	Young, Jessica Lynn
dc.contributor.committeemember	Jalil, Rabiya
dc.contributor.committeemember	Waegemakers Schiff, Jeannette
dc.date.accessioned	2023-05-17T14:49:11Z
dc.date.available	2023-05-17T14:49:11Z
dc.date.issued	2023-05-09
dc.description.abstract	Trauma-informed care (TIC) is an approach that recognizes the potential for patients to have experienced trauma and requires care to be sensitive and adaptive to this; ongoing calls to action continue to highlight the need for TIC to be incorporated into the training of medical doctors. This exploratory qualitative study employed constructivist grounded theory methods to empirically investigate how leading physicians in Canada conceptualize and operationalize TIC and further examine how it could be effectively taught to medical learners during undergraduate medical education (UME). The study found that physicians view TIC as a practice philosophy, rather than a specific framework or set of skills, oriented around seven principles. Rather than viewing trauma as a biomedical or psychiatric condition, physicians saw structures and systems of oppression as mediators for – and causes of – trauma. Findings illuminate foundational knowledge and skills necessary to augment the translation of TIC in clinical practice that can be used to inform what and how medical schools teach TIC. This study identified the importance of longitudinal integration, spirality, and meaningful applications of TIC in a UME-level TIC curriculum, which ensures that all learners are introduced to the construct of TIC and are able to apply it in early clinical interactions. However, challenges such as the contradictory and powerful influence of the hidden curriculum as well as the critical need for faculty development must be addressed. Overall, this emphasizes the need for physician training to cultivate context- dependent and adaptable approaches to TIC in an effort to break the cycle of systemic violence and trauma in medicine.
dc.identifier.citation	Young, J. L. (2023). Exploring how best to teach trauma-informed care in undergraduate medical education (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.uri	https://hdl.handle.net/1880/116540
dc.identifier.uri	https://dx.doi.org/10.11575/PRISM/dspace/41383
dc.language.iso	en
dc.publisher.faculty	Cumming School of Medicine
dc.publisher.institution	University of Calgary
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject	Trauma-Informed Care
dc.subject	Medical Education
dc.subject	Undergraduate Medical Education
dc.subject	TIC
dc.subject	Medicine
dc.subject.classification	Education--Higher
dc.subject.classification	Education
dc.subject.classification	Public and Social Welfare
dc.subject.classification	Sociology--Theory and Methods
dc.title	Exploring How Best to Teach Trauma-Informed Care in Undergraduate Medical Education
dc.type	master thesis
thesis.degree.discipline	Medicine – Community Health Sciences
thesis.degree.grantor	University of Calgary
thesis.degree.name	Master of Science (MSc)
ucalgary.thesis.accesssetbystudent	I do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.