Introduction Trauma affects 90% of individuals and has profound impacts on health, making it essential for medical trainees to recognize its effects. Trauma-informed care (TIC) offers a framework for developing these skills. Despite its importance, no TIC curriculum integrates community feedback into its design. To address this gap, we developed a 4-hour TIC curriculum that incorporates community insight, clinical expertise, and practical communication training. Methods The curriculum design followed community-based participatory research principles, engaging community members as contributors. The training included a dynamic combination of didactic lectures, video demonstrations, small-group role-play, and an OSCE, supported by a novel TIC toolkit. Community partners were trained as standardized patients (SPs). We assessed student outcomes through pre- and postsession surveys, employing 5-point Likert scales and open-ended responses. Additionally, a custom assessment tool was developed to evaluate OSCE performance, with SPs providing structured feedback. Results Thirty-four third-year medical students participated, with 100% survey completion. Quantitative analysis revealed significant increases in students’ understanding of TIC principles and confidence in applying them from pre- to postsession (p < .05 for all metrics). Students demonstrated strong performance on the OSCE, achieving a mean OSCE performance score of 31.4/38 (or overall score of 82.6%). SP feedback highlighted the students’ ability to engage empathetically and effectively in trauma-sensitive encounters. Discussion This novel TIC curriculum on women's health demonstrates a successful, scalable model for integrating TIC training into medical education. By embedding community voices and combining evidence-based principles with experiential learning, this program addresses educational gaps in TIC medical education.
Nunziato et al. (2026) studied this question.