Trigger warnings are desired by students when potentially traumatic topics discussed |
Trigger/content warnings single tool among many needed to assist students to develop self-care
|
Recommended incremental exposure to potentially triggering topics to build resilience | Increased diversity of incoming medical students widens potential for exposure to triggering content due to prior lived experiences |
Support should be given to students to help manage own needs around sensitive topics |
Concern stated by faculty re: use of trigger warnings and academic freedom |
Increased desire from clinicians and educators for advocacy training in medical education | Advocacy training to help tackle inequities in health care delivery |
Implementation requires evidenced-based research around outcomes and analyses of necessary skill sets required for stakeholder buy-in | Efforts should include standardized goals, content, and measurable outcomes |
Advocacy Curricula present in 84% of primary care specialties |
Over-representation of Pediatrics and Primary Care specialties could be attributed to the role accreditation plays in curriculum development |
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Want to reference this resource? Please consider using this suggested citation:
DRIVE Committee. DRIVE: Expanded Curriculum Appraisal Tool and Resources. Published 2022. Updated July 22, 2024. https://libraryguides.umassmed.edu/drive