Applying Trauma‐Informed Principles to Support Learner Engagement and Wellbeing in UK Undergraduate Medical Education: A Qualitative Study
Helen West, Dominic JohnsonABSTRACT
Introduction
Trauma‐informed education recognises the impact of psychological trauma and seeks to create environments that promote wellbeing and minimise further harm. In medical education, this approach has the potential to enhance student engagement, learning, professional development and overall health. This study explored how trauma‐informed principles (safety, trust, support, collaboration, empowerment and social justice) are currently applied in undergraduate medical education and identified opportunities for broader implementation.
Methods
Thirty‐eight medical educators from six UK medical schools participated in interactive workshops. Participants selected trauma‐informed principles to discuss in small groups, guided by the prompts ‘What are we already doing?’ and ‘What else could we do?’ Data were analysed using template analysis.
Results
Six themes were identified that guide the application of a trauma‐informed approach in undergraduate medical education: recognising student diversity and individuality; fostering connection and belonging; managing sensitive or challenging content; considering clinical experiences; involving students in decision‐making; and the role of educators.
Discussion
Most participants were unfamiliar with trauma‐informed approaches in medical education and valued the opportunity to reflect and share practices. Given that many medical students have experienced trauma or may do so during their training, integrating trauma‐informed principles can help to mitigate its impact and support students.
Conclusion
Trauma‐informed principles promote equity, engagement and wellbeing, offering a valuable lens for improving medical education.