This session will describe the relationship between trauma and health professions education (HPE) highlighting particular implications for learners from marginalized communities. We will discuss the adaptive applicability of the trauma informed conceptual framework developed by the Substance Abuse and Mental Health Services Administration (SAMHSA) to the teaching and learning environment and its congruency with educational practices such as social-emotional learning, Universal Design for Learning, inclusive pedagogy, and anti-oppressive practices. A review of trauma informed curricular design strategies intended to support learners across the continuum of trauma experiences, particularly trauma from biased and discriminatory cultures will be presented.

Post attendance, attendees will be able to:

1. Define and discuss trauma prevalence/trends within the context of the academic structure and culture of health professions education
2. Explain the neuroscience behind trauma’s negative impact on learning with considerations for fostering optimal learning environments
3. Describe application of the trauma informed conceptual framework developed by SAMSHA to the teaching and learning environment in higher education to support learners with a diversity of trauma experiences.

Attendees will be engaged through facilitated reflective discussion, and polling/audience responses to questions.