A simulation and video-based training program to address adverse childhood experiences. (May 2017)

• Record Type: Journal Article
• Authors: Wen, Frances K; Miller-Cribbs, Julie E; Coon, Kim A; Jelley, Martina J; Foulks-Rodriguez, Kristin A
• Other Names: Butler Dennis J guest-editor.; Freedy John R guest-editor.
• Is Part Of: International journal of psychiatry in medicine. Volume 52:Number 3(2016)
• Page Start: 255
• Page End: 264
• Publication Date: 2017-05
• Subjects: adverse childhood experiences -- ACEs -- education -- simulation -- primary care; Psychiatry -- Periodicals; Sick -- Psychology -- Periodicals; Medicine, Psychosomatic -- Periodicals; 616.89005
• DOI: 10.1177/0091217417730289
• Languages: English
• ISSNs: 0091-2174

Abstract

Adverse childhood experiences (ACEs) are 10 categories of childhood abuse and maltreatment, which have a dose–response relationship with common adult health concerns seen in primary care including health risk behaviors, chronic disease, and mental illness. Many of the ACEs-associated biopsychosocial risk factors are modifiable. However, physicians may not address these issues for fear of opening "Pandora's Box", that is, a source of extensive problems for which they are not sufficiently prepared with training, resources, or time. Residents need training in how to conduct trauma-focused conversations within the limited scope of an office visit. To address this need, a 4-hour simulation and video-based training program was developed for primary care residents about how to conduct brief interventions connecting their patients' current health concerns with their experiences of ACEs. Resident participants have evaluated this program as preparatory for real-life encounters and as being designed to allow for educational mastery. This article describes a workshop presenting this training program which was given at the 37th Annual Behavioral Science Forum in Family Medicine. Five skills targeted in the program were presented and a demonstration was made of the components, that is, didactics, provider and patient videos, simulated patient encounters, trainee feedback, and facilitated discussion that encompasses targeted skills, clinical implementation, and self-care. Companion tools were shared, including the syllabus, evaluation rubric, and provider and patient resources. Participants practiced trainee feedback and discussed the challenges in implementation.