Trauma-Informed Care for Intimate Partner Violence and Sexual Assault: Simulated Participant Cases for Emergency Medicine Learners
Introduction Emergency medicine (EM) providers often care for patients who present with concerns related to sexual assault (SA) or intimate partner violence (IPV). However, many providers feel uncomfortable discussing SA and IPV with patients. We aimed to design a curriculum using trauma-informed ca...
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Association of American Medical Colleges
2025-02-01
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| Series: | MedEdPORTAL |
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| Online Access: | http://www.mededportal.org/doi/10.15766/mep_2374-8265.11500 |
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| author | Bridget Matsas Alysa Edwards Eleanor M. Birch Stefani Ramsey Hailey Benesch Shane Goller Jillian Phelps |
| author_facet | Bridget Matsas Alysa Edwards Eleanor M. Birch Stefani Ramsey Hailey Benesch Shane Goller Jillian Phelps |
| author_sort | Bridget Matsas |
| collection | DOAJ |
| description | Introduction Emergency medicine (EM) providers often care for patients who present with concerns related to sexual assault (SA) or intimate partner violence (IPV). However, many providers feel uncomfortable discussing SA and IPV with patients. We aimed to design a curriculum using trauma-informed care principles to improve self-assessed competency in caring for this patient population. Methods EM learners, including residents, EM physician assistant fellows, and medical students, attended a 25-minute didactic session introducing the concept of trauma-informed care and important questions to ask in IPV and SA cases. Learners then participated in a 15-minute simulated single-patient encounter during which they practiced collecting a trauma-informed history identifying features of IPV or SA and appropriately responding to such disclosures. The encounters were observed by a trained SA medical forensic examiner or a victim advocate. The learners next participated in a 10-minute individual and 15-minute group debrief. Results Sixteen pre- and 17 postcurriculum self-assessments were completed. There was a statistically significant increase in self-perceived confidence in the learners’ ability to collect information (p < .01), use strategies to help patients feel physically and psychologically safe (p < .001), recognize how bias influences patient encounters (p < .05), and provide counseling (p < .05). Learners overall found the learning exercise valuable. Discussion The exercise introduced learners to trauma-informed care, improved learner confidence, and was well received. Many EM residency programs incorporate simulation into their curriculum; this simulation exercise can be adapted to other programs’ educational needs. |
| format | Article |
| id | doaj-art-fd54ab8bdb6d4d56ab30b6bde9c6050f |
| institution | DOAJ |
| issn | 2374-8265 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Association of American Medical Colleges |
| record_format | Article |
| series | MedEdPORTAL |
| spelling | doaj-art-fd54ab8bdb6d4d56ab30b6bde9c6050f2025-08-20T03:16:22ZengAssociation of American Medical CollegesMedEdPORTAL2374-82652025-02-012110.15766/mep_2374-8265.11500Trauma-Informed Care for Intimate Partner Violence and Sexual Assault: Simulated Participant Cases for Emergency Medicine LearnersBridget Matsas0Alysa Edwards1Eleanor M. Birch2Stefani Ramsey3Hailey Benesch4Shane Goller5Jillian Phelps6Third-Year Resident, Department of Emergency Medicine, Madigan Army Medical CenterSecond-Year Resident, Department of Emergency Medicine, Madigan Army Medical CenterThird-Year Resident, Department of Emergency Medicine, Madigan Army Medical CenterNurse Educator and Curriculum Coordinator, Anderson Simulation Center and Army Central Simulation Committee, Madigan Army Medical CenterThird-Year Resident, Department of Emergency Medicine, Madigan Army Medical CenterAssistant Director of Quality Improvement, Department of Emergency Medicine, Madigan Army Medical CenterProgram Director, Department of Emergency Medicine, Madigan Army Medical CenterIntroduction Emergency medicine (EM) providers often care for patients who present with concerns related to sexual assault (SA) or intimate partner violence (IPV). However, many providers feel uncomfortable discussing SA and IPV with patients. We aimed to design a curriculum using trauma-informed care principles to improve self-assessed competency in caring for this patient population. Methods EM learners, including residents, EM physician assistant fellows, and medical students, attended a 25-minute didactic session introducing the concept of trauma-informed care and important questions to ask in IPV and SA cases. Learners then participated in a 15-minute simulated single-patient encounter during which they practiced collecting a trauma-informed history identifying features of IPV or SA and appropriately responding to such disclosures. The encounters were observed by a trained SA medical forensic examiner or a victim advocate. The learners next participated in a 10-minute individual and 15-minute group debrief. Results Sixteen pre- and 17 postcurriculum self-assessments were completed. There was a statistically significant increase in self-perceived confidence in the learners’ ability to collect information (p < .01), use strategies to help patients feel physically and psychologically safe (p < .001), recognize how bias influences patient encounters (p < .05), and provide counseling (p < .05). Learners overall found the learning exercise valuable. Discussion The exercise introduced learners to trauma-informed care, improved learner confidence, and was well received. Many EM residency programs incorporate simulation into their curriculum; this simulation exercise can be adapted to other programs’ educational needs.http://www.mededportal.org/doi/10.15766/mep_2374-8265.11500Sexual AssaultSimulated Participant EncounterTrauma-Informed CareEmergency MedicineIntimate Partner ViolenceQuality Improvement/Patient Safety |
| spellingShingle | Bridget Matsas Alysa Edwards Eleanor M. Birch Stefani Ramsey Hailey Benesch Shane Goller Jillian Phelps Trauma-Informed Care for Intimate Partner Violence and Sexual Assault: Simulated Participant Cases for Emergency Medicine Learners MedEdPORTAL Sexual Assault Simulated Participant Encounter Trauma-Informed Care Emergency Medicine Intimate Partner Violence Quality Improvement/Patient Safety |
| title | Trauma-Informed Care for Intimate Partner Violence and Sexual Assault: Simulated Participant Cases for Emergency Medicine Learners |
| title_full | Trauma-Informed Care for Intimate Partner Violence and Sexual Assault: Simulated Participant Cases for Emergency Medicine Learners |
| title_fullStr | Trauma-Informed Care for Intimate Partner Violence and Sexual Assault: Simulated Participant Cases for Emergency Medicine Learners |
| title_full_unstemmed | Trauma-Informed Care for Intimate Partner Violence and Sexual Assault: Simulated Participant Cases for Emergency Medicine Learners |
| title_short | Trauma-Informed Care for Intimate Partner Violence and Sexual Assault: Simulated Participant Cases for Emergency Medicine Learners |
| title_sort | trauma informed care for intimate partner violence and sexual assault simulated participant cases for emergency medicine learners |
| topic | Sexual Assault Simulated Participant Encounter Trauma-Informed Care Emergency Medicine Intimate Partner Violence Quality Improvement/Patient Safety |
| url | http://www.mededportal.org/doi/10.15766/mep_2374-8265.11500 |
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