gov wolf signs trauma informed education legislation

This is an example of a medical learner experiencing a trauma response. They confided that this evaluation had thrown them into a place of intense self-doubt about their career path in medicine even though they had gone through many life challenges to get to this point in their training. They said they had tried to explain their perspective several times, but they felt that a fixed opinion of them had been formed early in the rotation. They shared how the evaluator’s tone of voice and body language often projected hostility. Visibly shaken, they shared their experience of relentless questioning during rounds in front of large groups that included residents, nurses and often the patients. The evaluator suggested that the rotation be repeated. T was “argumentative” or where they disengaged completely in rounds. The comment section of the evaluation provided numerous examples where Dr. T was “overconfident” and did not seem interested in integrating constructive feedback into their learning. I received feedback about a learner who I’ll call Dr. Let’s look at a practical example from my work experience of an interaction where a trauma-informed lens was not applied. The focus of this resource is on the latter: cultivating trauma-informed learning environments. TIME includes trauma-informed clinical care, the development of trauma-informed curricula and the creation of trauma-informed learning environments. Trauma-informed medical education* (TIME) is a much-needed framework recently proposed by a group of medical students and physicians.

Gov wolf signs trauma informed education legislation