PURPOSE
Many health profession educators are not formally prepared to provide a
trauma informed approach to their teaching despite the significant prevalence
of trauma impacted learners. Supported by an IAMSE Curriculum Innovation
Grant, we explored the impact of an asynchronous online faculty development
program designed to create a pipeline of faculty trained in trauma informed
pedagogy.
METHODS
The program was piloted with 38 faculty representing 8 different health
profession disciplines. Participants completed a pre-post knowledge
assessment, post-training surveys, asynchronous online training modules (3),
and developed an educational artifact. The program was evaluated using
Kirkpatrick’s model of training evaluation at 4 levels of criteria: reaction
(level 1), learning (level 2), behavior (level 3) and results (level 4).
Qualitative data were collected via post-training interviews.
RESULTS
95% of faculty reported a positive training experience (level 1), increase
in faculty knowledge of principles of trauma informed pedagogy was
statistically significant (level 2; Wilcoxon signed-rank test, Z = – 6.00, p
< .001), faculty adopted behaviors reflective of trauma informed teaching
(level 3) and the training created a community of trauma informed faculty
(level 4). Faculty reported a prior lack of knowledge in trauma informed
pedagogy, a culture of compartmentalization in how students are training to
engage in clinical experiences, profound impact of the training and a need
for continuing professional development and ongoing institutional support.
CONCLUSIONS
An asynchronous, online training program can be effective in preparing
faculty in the principles of trauma informed pedagogy and changing practices,
and policies at the individual, program and school level.