Communication Skills Training Using Simulation for Integrating Adverse Childhood Experiences into Adult Primary Care Visits for Students
8 affiliations
- 1Professor, Department of Internal Medicine, University of Oklahoma School of Community Medicine
- 2Professor, Department of Family Medicine, University of Oklahoma School of Community Medicine
- 3Professor, Anne and Henry Zarrow School of Social Work, University of Oklahoma
- 4Staff Scientist, Department of Family Medicine, University of Oklahoma
- 5Director of Simulation, University of Oklahoma School of Community Medicine
- 6Senior Grant Coordinator, Office for Research Development and Scholarly Activity, University of Oklahoma School of Community Medicine
- 7Staff Scientist, Office for Research Development and Scholarly Activity, University of Oklahoma School of Community Medicine
- 8Research Coordinator, Department of Internal Medicine, University of Oklahoma School of Community Medicine
Abstract
Introduction: Adverse childhood experiences (ACEs) can affect health and well-being throughout the lifespan. Trauma-informed care (TIC) integrates trauma understanding and resists retraumatization through fostering a safe and healing environment. This 3-hour workshop taught trainees competency-based TIC skills to identify potential signs of ACEs and other trauma in their adult patients and sensitively incorporate the impact of these experiences into their care.
Methods: After completing prereadings, third-year medical students (MS3) and second-year physician assistant students (PA2) attended a lecture about TIC and observed a demonstration of a patient interaction. Students then completed a simulated longitudinal outpatient visit with a simulated patient (SP). The four cases of adult primary care patients presented with (1) depression and knee pain, (2) medically unexplained symptoms, (3) chronic back pain, and (4) substance use issues resulting in chronic disease. No SPs initially disclosed trauma, but all had significant ACEs. A faculty member observed the simulation, giving immediate feedback on performance. Workshops were evaluated by students in pre- and postsurveys measuring self-assessed knowledge about TIC, confidence applying TIC principles, and perceived importance of TIC.
Results: One hundred and sixty-seven students completed this training, with 92 completing both pre- and postsurveys. T-test analyses indicated significant improvements across self-reported knowledge, importance, and confidence following the training, with the largest increase in confidence in trauma inquiry (+1.06 on a 1-4 scale).
Discussion: This simulation training enhanced students’ understanding of ACEs’ influence on adult health outcomes and strengthened perceived ability to apply TIC principles, including incorporating trauma inquiry into longitudinal care.
Related
- What Counts as 'Real' in Healthcare Interaction? Examining Human/Technology Hybrid Simulation Interactions in Communication Skills Training.
- Experiences and Perceptions of Arab Occupational Therapy Students Regarding Integrating Wheelchair Training into Academia.
- Integrating nutrition counseling into clinical skills training: a simulation-based interprofessional education program for medical and nursing students
- Higher Education Institutions: An Underused Setting for Addressing Adverse Childhood Experiences.
- The mediating role of social determinants of health in the association between adverse childhood experiences and later-life cardiovascular disease
BibTeX
@article{jelley2026communication,
title = {{Communication Skills Training Using Simulation for Integrating Adverse Childhood Experiences into Adult Primary Care Visits for Students}},
author = {Martina Jelley and Frances Wen and Julie Miller-Cribbs and Juliana Meireles and Kristin Foulks and Ginger Sutton and Sarah Beth Bell and Michealyn Wyper},
journal = {MedEdPORTAL : the journal of teaching and learning resources},
year = {2026},
month = nov,
doi = {10.15766/mep_2374-8265.11648},
url = {https://europepmc.org/article/PMC/PMC13728867},
note = {CC BY},
}
RIS
TY - JOUR
TI - Communication Skills Training Using Simulation for Integrating Adverse Childhood Experiences into Adult Primary Care Visits for Students
AU - Martina Jelley
AU - Frances Wen
AU - Julie Miller-Cribbs
AU - Juliana Meireles
AU - Kristin Foulks
AU - Ginger Sutton
AU - Sarah Beth Bell
AU - Michealyn Wyper
PY - 2026
DA - 2026/11/03
JO - MedEdPORTAL : the journal of teaching and learning resources
DO - 10.15766/mep_2374-8265.11648
UR - https://europepmc.org/article/PMC/PMC13728867
AB - Introduction: Adverse childhood experiences (ACEs) can affect health and well-being throughout the lifespan. Trauma-informed care (TIC) integrates trauma understanding and resists retraumatization through fostering a safe and healing environment. This 3-hour workshop taught trainees competency-based TIC skills to identify potential signs of ACEs and other trauma in their adult patients and sensitively incorporate the impact of these experiences into their care. Methods: After completing prereadings, third-year medical students (MS3) and second-year physician assistant students (PA2) attended a lecture about TIC and observed a demonstration of a patient interaction. Students then completed a simulated longitudinal outpatient visit with a simulated patient (SP). The four cases of adult primary care patients presented with (1) depression and knee pain, (2) medically unexplained symptoms, (3) chronic back pain, and (4) substance use issues resulting in chronic disease. No SPs initially disclosed trauma, but all had significant ACEs. A faculty member observed the simulation, giving immediate feedback on performance. Workshops were evaluated by students in pre- and postsurveys measuring self-assessed knowledge about TIC, confidence applying TIC principles, and perceived importance of TIC. Results: One hundred and sixty-seven students completed this training, with 92 completing both pre- and postsurveys. T-test analyses indicated significant improvements across self-reported knowledge, importance, and confidence following the training, with the largest increase in confidence in trauma inquiry (+1.06 on a 1-4 scale). Discussion: This simulation training enhanced students’ understanding of ACEs’ influence on adult health outcomes and strengthened perceived ability to apply TIC principles, including incorporating trauma inquiry into longitudinal care.
SN - 2374-8265
ER -