Lessons on applying a trauma-informed research approach in health professions education scholarship.

Abstract

Background: Health professions education (HPE) research routinely explores trauma-related subjects, yet trauma impacts may remain overlooked. Trauma-informed approaches and guiding principles provide a framework for interactions with those affected by trauma and advocate for accommodation of trauma impacts to promote recovery and inclusion. My own reflections on experiences of trauma-related research in medical education led to consideration of how trauma-informed approaches may be applied in qualitative research. This paper identifies and discusses strategies that may be implemented in HPE research.

Approach: The paper begins by exploring the rationale for trauma-informed approaches and how these relate to contemporary HPE research. Examples of emergent approaches from published literature in various disciplines, and how these can accommodate the needs of groups and individuals impacted by trauma and promote inclusion to enhance research outcomes, are identified and discussed. Approaches are situated in key aspects of the research process.

Findings: Trauma-informed research has been recently adopted in various disciplines and may act as an effective adjunct to established ethics protocols, although no published accounts in HPE research were identified. Application of trauma-informed approaches and reflexivity in research design may pre-emptively identify trauma-related needs. Trauma-informed approaches can be applied to create safety, trust and empowerment during data collection interactions. Measures to manage participant distress are discussed. Principles for community engagement and participation and their role in in HPE research are considered, exploring how these overcome trauma impacts (e.g. by sharing power and supporting inclusion), and enhance research outputs. Implications of trauma for researcher wellbeing and research culture are also acknowledged, and trauma-informed approaches may systematically support these needs. Approaches to research dissemination should acknowledge existing oppressive structures and consider alternatives, in partnership with affected communities.

Conclusions: This paper considers an emergent area of research practice, highlighting strategies that are currently under-explored and may enhance HPE research by addressing trauma impacts, and supporting stakeholder collaboration in research. Approaches may be readily implemented and adapted to the research context. Adoption of these approaches should be supported by trauma-informed research training to enhance research culture, and institutions more widely.