Abstract
This study addresses the impact of psychological trauma on medical students and investigates interventions to support academic success. Observations at a Caribbean medical school revealed students facing trauma-related difficulties, prompting an inquiry into the inadequacies of current educational strategies and the need for trauma-informed medical education. The study hypothesizes that a dedicated and inclusive curriculum can empower students with traumatic experiences to excel in medical education. The overarching question probes the ways past trauma affects education, while secondary questions delve into defining psychological trauma, its impact on academic achievement, and strategies for trauma-informed learning environments. The literature review identifies gaps in curricular frameworks and outcome measurement, highlighting disparities in disease representation, the impact of cultural biases in medical education materials, and the importance of fostering self-regulation skills in students. The research employs an interdisciplinary approach, combining a systematic literature review with qualitative analysis through interviews with traumatized students. Six key findings emerge, emphasizing the significance of creating safe environments, informing educators about trauma, avoiding cultural biases in examinations, and developing self-regulation skills. The proposed Trauma-Informed Curriculum Framework aims to address gaps in medical education by integrating evidence-based interventions. Ethical considerations prioritize participant confidentiality and informed consent. The envisioned framework seeks to contribute globally to trauma-informed medical education, fostering inclusivity and support for students with psychological trauma histories. This research lays the foundation for a transformative curricular framework in medical education.
Author Information
Amitabha Basu, St. Matthew’s University, Cayman Islands
Aurianna Acloque, St. Matthew’s University, Cayman Islands
Paper Information
Conference: ACE2023
Stream: Curriculum Design & Development
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Basu A., & Acloque A. (2024) Proposing a Trauma-Informed Curriculum Framework for Basic Science in Medical Education- A Comprehensive Exploration ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.5
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.5
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