752 - Implementation of a Trauma-Informed Care Curriculum across Pediatric Residency Programs through Collaboration with the American Academy of Pediatrics

Publication Number: 3728.752

Christine K. Thang, University of California, Los Angeles David Geffen School of Medicine, Los Angeles, CA, United States; Amy Shoptaugh, Phoenix Children's Hospital, Scottsdale, AZ, United States; Marie F. Ilarraza Lugo, San Juan City Hospital, Rio Grande, Puerto Rico, United States; Alyse M. Plattos, American Academy of Pediatrics, Itasca, IL, United States; Moira A. Szilagyi, University of California, Los Angeles David Geffen School of Medicine, Agoura Hills, CA, United States

Background: Trauma-Informed care (TIC) is increasingly recognized as essential in pediatrics, yet few TIC curricula have been systematically integrated into residency training. The American Academy of Pediatrics (AAP) developed the Pediatric Approach to Trauma, Treatment, and Resilience (PATTeR) curriculum to equip pediatricians with TIC knowledge, confidence, and skills. Pediatric faculty involved with the AAP's National Center for Relational Health and Trauma-Informed Care implemented the PATTeR for Trainees curriculum across multiple residency programs.

Objective: To describe the implementation of a standardized TIC curriculum in multiple pediatric residency programs.

Design/Methods: The AAP PATTeR for Trainees curriculum was delivered at 3 sites (Los Angeles, Phoenix, and Puerto Rico), each tailoring delivery to local context while maintaining core TIC content. At each site, pediatric residents completed pre/post-training surveys assessing TIC knowledge, attitudes, and practices (KAP). Pre/post-training comparisons at each site were analyzed using descriptive statistics. Open-ended responses underwent content analysis to identify perceived impact and implementation experiences.

Results: During one academic year, the AAP PATTeR for Trainees curriculum was implemented for 34 residents at a pediatric residency program in Los Angeles, 79 residents in Phoenix, and 26 residents across 4 programs in Puerto Rico. (Table 1)

Pre/post-training comparisons of residents at each site demonstrated statistically significant improvements (p < 0.05) in KAP scores. Residents reported increased awareness of trauma and resilience, greater confidence applying TIC, and appreciation for practical communication tools. Faculty identified barriers to training implementation being scheduling constraints among residents and limited time among faculty. Factors that supported training implementation were curriculum adaptability, local faculty experts, and alignment with clinical cases encountered in practice.

Conclusion(s): The AAP PATTeR for Trainees curricular content was feasible to implement across 3 sites and led to measurable improvements in residents' TIC KAP scores. Adaptations to local schedules, learner structures, and faculty capacity supported feasibility while maintaining the curriculum's core learning objectives. Future direction includes dissemination to other residency programs such as through curricular integration into the Association of Pediatric Program Directors' online learning platform.

Table 1
Summary of the AAP PATTeR for Trainees trauma-informed care training implemented across three residency program sites during one academic year