Integrating Trauma-Informed Care into Undergraduate Medical Education in a Conflict-Affected Setting: Curriculum Development at the University of Juba (Preprint)

BACKGROUND Trauma-Informed Care (TIC) is increasingly recognized as a vital clinical and educational framework to enhance health equity and engagement, especially in post-conflict settings. However, it remains largely absent from undergraduate medical curricula, limiting doctors’ ability to provide effective, non-retraumatizing care. OBJECTIVE The study aimed to introduce TIC content into the University of Juba's community medicine curriculum to better align medical education with the mental health needs of the South Sudanese population METHODS An explanatory sequential mixed methods design was employed, beginning with a training needs assessment of 25 faculty members (May–July 2024). The results guided faculty training on TIC, followed by a competency review using the Physician Competency Reference Set (PCRS). Quantitative data were analyzed descriptively, while qualitative data underwent thematic and content analysis, with reflections evaluated via Qualtrics. RESULTS The review process led to the refinement of 29 proposed trauma-informed care (TIC) competencies down to 21 core competencies aligned with the Physician Competency Reference Set (PCRS). A training needs assessment involving 25 faculty members revealed significant knowledge gaps, with 64% lacking prior TIC training and 72% expressing strong interest in future capacity building. Faculty training workshops significantly improved confidence in TIC delivery and communication, with a satisfaction rating of 4.4/5. Among students, the symposium resulted in a substantial increase in knowledge scores (from 46 to 83 out of 100) and a 70% improvement in self-reported confidence to apply TIC in clinical settings. Qualitative feedback emphasized the need for practical, case-based learning and a strong willingness to integrate TIC into teaching and patient care CONCLUSIONS The study recommends formal integration of trauma-informed care (TIC) into the undergraduate medical curriculum in South Sudan. It highlights the need for practical, case-based training tailored to the local context, and calls for structured faculty development programs to enhance teaching capacity. Establishing mechanisms for long-term monitoring and evaluation is advised to ensure sustained application of TIC principles. Finally, the study advocates for multi-sectoral collaboration to support the broader adoption of trauma-informed approaches across health and education systems