Workshop Implementation

Junior and senior pediatric residents participated in a half-day (4-hour) workshop that included an orientation, the three SP cases, and a group debriefing. Residents did not need prerequisite knowledge but were asked to read a packet of materials, including short articles on trauma and resilience (approximately 20 minutes of reading) as well as a list of optional patient resources (requiring about 20 minutes to explore), prior to the session (Appendix D). We also collected several optional handouts on age-appropriate coping strategies, including mindful breathing, naming emotions, and identifying personal strengths, from organizations such as Sesame Street in Communities and Anxiety Canada, for residents to review prior to the session.

We conducted a 1-hour orientation and training at the beginning of the session to review key knowledge and skills to prepare residents for the cases. A PowerPoint presentation (Appendix E) guided the residents through the following activities:

Videos in Appendices F and H were created by authors M. Cooper Lloyd, Jessica Ratner, Jaime La Charite, and Robin Ortiz and can also be found via hyperlinks in the presentation.

Following orientation and training, residents rotated individually through each of the three SP cases. A total of 36 minutes was appropriate for each case (20 minutes for completion of scenario, 8 minutes for SPs to complete evaluation checklists, and 8 minutes for feedback by the SP). Prior to beginning each case, residents received instructions (Appendices A–C) that oriented them to the scenario and provided objectives. Residents were permitted to use the resources packet (optional material in Appendix D) during encounters, if desired; future facilitators should feel free to find their own content to supplement listed resources. After completing the encounter, residents left the room, and SPs used evaluation checklists (Appendices I–K; see Assessment, below, for details) to guide their assessment. Residents then returned to the room to receive direct, formative feedback from SPs.

After completion of all cases, residents reconvened for a 1-hour group debriefing session. The facilitator guided discussion using debriefing questions focused on residents’ experiences practicing new communication strategies, prior relevant clinical experiences, and self-care strategies while caring for trauma-affected patients (Appendix L). During the debrief, we also reviewed patient handouts with relevant community resources.