This appendix contains links to information and curricular examples to aid educational institutions in designing and implementing curricula/courses/seminars about CT/CRT, CPTSD and TIC.  Click here for a pdf download version.

  • Berman et al (2023). Roadmap for Trauma-Informed Medical Education: Introducing an Essential Competency Set. This article provides a set of TIC competencies and a scaffold that medical schools can customize to guide integration of curricular content (what is taught) and institutional efforts to transform the learning and clinical environments (how it is taught).  

  • Chokshi et al. (2020). Teaching Trauma-Informed Care: A Symposium for Medical Students | MedEdPORTAL. This article contains the following: TIC-S PowerPoint.pptx; Stress Health Self-Care Tool.pdf; Facilitator Guide.docx; Evaluation.docx; Facilitator Prep Slides.pptx. 

  • Courtois, et al. (2024). Professional practice guidelines for adults with complex trauma histories. These guidelines offer 7 principles of [trauma informed] treatment centred around the following: humanistic; integrative; sequential; temporal; outcomes; relational; and, causal.

  • Elisseou et al. (2019). A Novel, Trauma-Informed Physical Examination Curriculum for First-Year Medical Students. This article contains the following resources: TIC presentation (Appendix A); TIC faculty guide (Appendix B); TIC overview (Appendix C); TIC presession survey (Appendix D); TIC post session survey (Appendix E); and, TIC evaluation rubric (Appendix F).

  • Gerber et al. (2024). Navigating the Roadmap for Trauma-Informed Medical Education: Application of Undergraduate Medical Education Competencies. Using recently published competencies for undergraduate medical education (UME), this manuscript provides curricular examples across 8 domains to assist faculty in developing educational content.

  • Henning et al. (2021). Graduate training and certification in trauma treatment for clinical practitioners. This article summarizes available guidance on the development, implementation, and evaluation of graduate trauma courses and professional certification programs, stressing the need for safety of trainees and increased competence to compassionately and successfully treat traumatized individuals. Recommendations for additional strategies to increase the availability of high-quality graduate trauma training are provided. 

  • Kumar et al. (2022). The need for trauma training: Clinicians’ reactions to training on complex trauma. This study demonstrated that academic training programs for mental health professionals rarely include comprehensive instruction on trauma, but that a short training course prompted participants’ competence and empathy in working with trauma survivors. The trauma training program consisted of 1- 2-day workshops featuring lectures about the definition, prevalence, impact, and treatment of complex trauma; a video demonstrating how to dis-cuss and work on safety issues with a self-destructive patient; group discussions; and role plays demonstrating useful clinical approaches with complex trauma patients.

  • Reeves (2015). A Synthesis of the Literature on Trauma-Informed Care.  The themes explored in this synthesis (trauma screening and patient disclosure, provider-patient relationships, minimizing distress and maximizing autonomy, multidisciplinary collaboration and referrals, and trauma-informed care in diverse settings), can be used “as a framework for creating provider and survivor educational interventions and for implementing trauma-informed care across disciplines.”