ArticleMedEdPORTAL : the journal of teaching and learning resources2024
Simulation-Based Trauma-Informed Care Education Instills Empathy and Improves Clinician Practices Towards Refugee and Migrant Populations.
Article in MedEdPORTAL : the journal of teaching and learning resources, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Documentaries as Teaching Tools: Enhancing Medical Student Knowledge in Trauma-Informed Care for Refugees.Journal of immigrant and minority health · 2026Article
- Prenatal clinicians' perspectives on trauma-informed care competency and training.BMC medical education · 2026Article
- Factors Influencing Cultural Intelligence Among Nurses in Western Pacific Countries: A Cross-Sectional Study.International nursing review · 2025Article
- Facilitators and Barriers to Integrating Trauma-Informed Care in Undergraduate Nursing Education.Global qualitative nursing researchArticle
- Climate change, migration, and health: Development of a case-based workshop for immigrant and refugee health professionals.The journal of climate change and healthArticle
- Educating for Empathy: A Simulation-Based Approach to Trauma-Informed Care in Residency Training.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
7 authors.
Funding
Abstract
Introduction: Refugee and migrant communities carry histories wrought with trauma. These traumas and trauma-related responses often contribute to feelings of mistrust towards Western health care systems and can additionally foster negative clinician biases (conscious or unconscious) and attitudes towards these communities. Consequently, clinicians often fail to uncover underlying causes of poor health and distress for their refugee and migrant patients. Methods: To dismantle biases and cultivate empathy towards refugee and migrant patients, we developed a 1-hour simulation-based educational workshop to train clinicians to think critically about incorporating trauma-informed care (TIC) for these patients' unique needs. We introduced this tool to the GME curricula at Texas Tech University ( Results: This tool positively influenced students' and residents' knowledge and attitudes regarding TIC and displaced peoples, and learners expressed greater willingness to incorporate TIC into clinical practice ( Discussion: This training enhanced clinicians' trauma-informed practices towards refugee and migrant patients, with learners qualitatively expressing a greater sense of empathy towards this community. While measuring the impact on learners' empathy requires further assessment, this educational innovation's preliminary success provides a foundation for the role of simulation-based learning in medical education.
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Registered trials
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