546 - Pediatric Approach to Trauma and Resilience

Poster Number: 546
Publication Number: 546.324

Lara Aguiar, University of Arizona College of Medicine, Phoenix, AZ, United States; Amy A. Shoptaugh, Phoenix Children's Hospital, phoenix, AZ, United States; Jennifer L. Jones, Phoenix Children's Hospital, Phoenix, AZ, United States; LaDon Dieu, Phoenix Children's Hospital, Phoenix, AZ, United States; Chase Irwin, University of Arizona College of Medicine - Phoenix, Scottsdale, AZ, United States; Kristen Samaddar, Phoenix Children's Hospital, Phoenix, AZ, United States

Background: The Pediatric Approach to Trauma, Treatment, and Resilience (PATTeR) curriculum was developed by the American Academy of Pediatrics and partners.  PATTeR includes video-based content that educates about childhood trauma to improve identification, care, and management.  Our curriculum includes PATTeR didactics and interactive sessions focusing on case based implications of trauma as well as demonstrating integrative techniques to mitigate stress for self-care in addition to use with patients and families.

Objective:

1. Using PATTeR as a framework, develop an interactive, longitudinal curriculum to introduce pediatric residents to trauma-informed care (TIC) 


2. Study the efficacy of the curriculum based on change in knowledge and implementation of TIC principles

Design/Methods: Residents at Phoenix Children's participate in the PATTeR curriculum, including videos and interactive workshops, across their residency.  They complete surveys on self-reported TIC knowledge and skills at four different time points: before beginning the curriculum, immediately after completing the curriculum in Year 1, immediately after completing the curriculum in Years 2 and 3. Pre- and post-curricular Year 1 survey data was statistically analyzed to assess initial outcomes and curriculum efficacy.

Results: We found a significant statistical difference for each self-reported knowledge/skill item when comparing pre- and post-Year 1 data (see Table).  For example, residents rated increased ability to determine what trauma looks like (2.25 vs. 4.18), adaptive mechanisms (2.48 vs. 4.39), and familiarity with adverse childhood experiences (2.89 vs. 3.59) (p= < .0001 for each).  Results also indicate a high-level perceived usefulness of the locally developed resilience training, including using and teaching a breath to find calm. Post-Year 2 data will be collected on this first cohort of residents by the end of 2022-23, with a full set of data planned to be collected on a second cohort of residents by early 2024.

Conclusion(s): Based on the results collected thus far, the PATTeR curriculum and interactive resilience training is effective for educating residents on trauma-informed care.  Next steps are to study the longitudinal curriculum in years 2 and 3 to determine whether knowledge and confidence gains are sustained.  In addition, we hope additional residency programs will implement this curriculum to determine generalizability in order for trauma-informed care to be routinely included in pediatric training.