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Activity 1 

Regarding historical traumas and resilience, what presumptions exist about the typical medical students vs. non-traditional medical students? How do common preconceptions about “traditional” medical students affect educators’ interactions with a generation of students from more diverse backgrounds?

​--> Sciolla et al on ACEs in medical students

--> Arenson et al on ACES, PACES, and ARSES in Medical Trainees (unpublished data)

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Activity 2 

How does medical training contribute to experiences of trauma and adversity? How may educational experiences of trauma and adversity impact medical student education?

• Window of tolerance = the range of arousal within which individuals can function optimally, managing emotions and stress effectively. Outside this window, students may experience either hyperarousal (anxiety, agitation) or hypoarousal (numbness, disconnection), often due to stress or trauma, and will be unable to learn.

• Case: You are supposed to meet with a student research mentee on a research proposal. They recently finished a rotation PICU rotation. They have missed several deadlines and are late to your meeting. How do you approach this interaction?

• What does it mean to be "comfortable" in medical practice?

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Activity 3

How can we catch up with our students’ lived TIC knowledge; create safe learning environments, from anatomy labs to the wards; and develop more compassionate curricula?

• Using the scenario from part II and the 6 principles of TIC, create one individual and one systems-based solution to respond to create a trauma-informed learning environment.