This timely article describes a study on teaching medical students and residents to incorporate trauma-informed care (TIC) into their practice with refugee and migrant patients, “shifting the narrative from ‘What is wrong with you?’ to ‘What has happened to you?’” As the authors describe the stakes: “Refugee and migrant communities carry histories wrought with trauma. These traumas and trauma-related responses often contribute to feelings of mistrust towards Western health care systems and can additionally foster negative clinician biases (conscious or unconscious) and attitudes towards these communities. Consequently, clinicians often fail to uncover underlying causes of poor health and distress for their refugee and migrant patients.”

  

Palnati et al. developed a workshop using “first-person case-based learning to encourage clinicians to consider the decisions someone experiencing forced-displacement might endure.” The results show that their “tool positively influenced students’ and residents’ knowledge and attitudes regarding TIC and displaced peoples, and learners expressed greater willingness to incorporate TIC into clinical practice (p < .001). Additionally, residents self-reported percentage increases in behaviors that promote equitable care for refugee and migrant patients 6 months postintervention.”

  

Read the full article in the [MedEdPORTAL] [https://www.mededportal.org/doi/10.15766/mep_2374-8265.11475].

  

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