ArticleJournal of medical education and curricular development
Educating for Empathy: A Simulation-Based Approach to Trauma-Informed Care in Residency Training.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Trauma-informed care (TIC) is a critical yet underrepresented component of medical education, particularly in residency training. Despite high rates of trauma exposure in the United States, most physicians lack formal training in how to recognize and sensitively respond to patients with trauma histories. This study evaluates the impact of a hybrid educational intervention-including didactics and standardized patient (SP) scenarios-on internal medicine residents' empathy and attitudes toward TIC. Methods: Second-year internal medicine residents at a single academic institution participated in a structured TIC curriculum consisting of educational sessions followed by 3 Observed Structured Clinical Examinations (OSCEs) using SPs portraying trauma-related scenarios. Faculty provided formative feedback using structured checklists. Residents completed the Jefferson Scale of Empathy (JSE) and the Attitudes Related to Trauma-Informed Care (ARTIC) Scale at baseline, 3 months, and 6 months posttraining. Results: Among 50 participating residents, survey response rates were 98%, 56%, and 58% at the 3 timepoints, respectively. Baseline scores were relatively high on both the JSE and ARTIC, with trends toward increased empathy and trauma-informed attitudes over time. While changes were not statistically significant, no decline was observed, suggesting a positive trajectory since other studies document a decline in empathy over residency training. Conclusion: This study demonstrates the feasibility and potential benefit of integrating TIC training into residency education. Even among a cohort with high baseline empathy, participation in structured TIC education and OSCEs may support the maintenance and growth of trauma-informed communication skills. These findings support the inclusion of TIC as a formal component of graduate medical education and warrant further study in larger, longitudinal cohorts.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.