We designed a curriculum to help students become comfortable addressing typically uncomfortable topics, practice listening and collaborating skills, and ultimately form confidence to implement their knowledge of ACEs and TIC in clinical practice. Using a model of teamwork and collaboration, we sought to better understand future health care practitioners’ consideration of the lifelong effects of trauma and violence, and ways to combat resistance to such understanding. We hypothesized that health professions students would be more confident in understanding the clinical importance of ACEs and TIC as they assessed their own history of ACEs. The objectives of this study were to 1) implement trauma-informed curriculum for multiple graduate health programs, 2) determine student understanding of and willingness to address ACEs, and 3) assess the relationship between students voluntarily evaluating their individual ACE Score and their attitude toward ACEs and TIC. Our goal was to formulate a method of instructing the next generation of health care practitioners on ways to prevent, to recognize, and to address unresolved childhood trauma and to inspire other training programs to do the same.
To access Joshua Straight: Tiffany Bolman's paper in Permanente Journal 2017, please click HERE.
Citation:
Strait J, Bolman T. Consideration of personal adverse childhood experiences during implementation of trauma-informed care curriculum in graduate health programs. Perm J 2017;21:16-061. DOI: https:// doi.org/10.7812/TPP/16-061.
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