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<p>Refugee populations frequently experience trauma before, during, and after resettlement, necessitating specialized and culturally sensitive healthcare. Traditional didactic methods in medical education often inadequately prepare clinicians to deliver trauma-informed care (TIC) to refugees. This study evaluated a documentary-based educational intervention designed to teach second-year medical students TIC principles specific to refugee healthcare. A targeted needs assessment informed the documentary’s creation, incorporating semi-structured interviews with healthcare providers and individuals with lived refugee experiences. The documentary outlined the refugee journey, common healthcare barriers, and TIC strategies, leveraging authentic narratives to enhance emotional engagement and empathy. Pre- and post-test surveys measured the documentary’s effectiveness among medical students (<i>n</i> = 160). Results indicated significant improvements across all assessed domains, including understanding refugee healthcare logistics, identifying barriers to care, recognizing trauma presentations, and comprehending TIC principles (<i>p</i> &lt; 0.001 for all). Over 90% of students reported increased motivation to incorporate TIC in their future practice, and the documentary was rated more effective than traditional lectures in both conveying key concepts and fostering understanding of refugees’ lived experiences. This study highlights the educational value of a narrative-driven documentary intervention in medical training, providing a comprehensive and empathetic framework for refugee healthcare.</p>

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Documentaries as Teaching Tools: Enhancing Medical Student Knowledge in Trauma-Informed Care for Refugees

  • 期刊论文

  • 发表日期：

    2025年11月22日

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  • Bazif Bala,
  • Sidra Alani,
  • Julia Noguchi,
  • Giovanna De Luca,
  • Meghan Geary,
  • Carol Lewis,
  • Elizabeth Toll,
  • Preeti Gupta,
  • Steven Rougas

摘要

Refugee populations frequently experience trauma before, during, and after resettlement, necessitating specialized and culturally sensitive healthcare. Traditional didactic methods in medical education often inadequately prepare clinicians to deliver trauma-informed care (TIC) to refugees. This study evaluated a documentary-based educational intervention designed to teach second-year medical students TIC principles specific to refugee healthcare. A targeted needs assessment informed the documentary’s creation, incorporating semi-structured interviews with healthcare providers and individuals with lived refugee experiences. The documentary outlined the refugee journey, common healthcare barriers, and TIC strategies, leveraging authentic narratives to enhance emotional engagement and empathy. Pre- and post-test surveys measured the documentary’s effectiveness among medical students (n = 160). Results indicated significant improvements across all assessed domains, including understanding refugee healthcare logistics, identifying barriers to care, recognizing trauma presentations, and comprehending TIC principles (p < 0.001 for all). Over 90% of students reported increased motivation to incorporate TIC in their future practice, and the documentary was rated more effective than traditional lectures in both conveying key concepts and fostering understanding of refugees’ lived experiences. This study highlights the educational value of a narrative-driven documentary intervention in medical training, providing a comprehensive and empathetic framework for refugee healthcare.