278 - Building Capacity for Trauma-Informed Care (TIC) through a National Faculty Development Program

Publication Number: 1264.278

Christine K. Thang, University of California, Los Angeles David Geffen School of Medicine, Los Angeles, CA, United States; Sandra George, American Academy of Pediatrics, Chicago, IL, United States; Erika N. Davis, American Academy of Pediatrics, Lynwood, IL, United States; Amy Shoptaugh, Phoneix Childrens, Phoenix, AZ, United States; Rachel Gilgoff, Stanford University School of Medicine, San Francisco, CA, United States; Rita Nathawad, University of Florida College of Medicine, Jacksonville, FL, United States; Rosemary Martoma, Boston Children's Hospital, Boston, MA, United States; Heather N. Champney, East Tennessee State University James H. Quillen College of Medicine, Johnson City, TN, United States; Dena K. Hubbard, Cottage Children's Medical Center, Lees Summit, MO, United States; Heather Forkey, University of Massachusetts Medical School, Worcester, MA, 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 essential in pediatrics, yet many pediatricians lack formal training in its implementation. To address this gap, the American Academy of Pediatrics (AAP) developed the TIC Champion Program, a faculty development initiative that trains pediatricians to teach and disseminate TIC principles via Project ECHO (Extension for Community Healthcare Outcomes), a knowledge-sharing model using didactics and case-based discussions.

Objective: To evaluate the educational impact of the TIC Champion Program on both faculty (Champions) and learners (ECHO participants).

Design/Methods: A mixed-method evaluation was conducted. Champions completed a faculty development curriculum and facilitated ECHO sessions. Champions completed end-of-year surveys assessing their own confidence, skills, and application of TIC. ECHO participants completed retrospective post-program surveys assessing TIC-related knowledge, confidence, and intended practice changes.

Results: Champion Characteristics: 27 pediatricians participated, including 8 subspecialists (30%).

Champion Program Outcomes: 23 Champions responded to the survey. Across 9 objectives, confidence in teaching TIC increased by 40%. Mean teaching ability scores increased by 11.8 points, on a survey with a maximum of 45 (Table 1). 83% reported integrating TIC into local education or clinical initiatives.

Learner Characteristics: 181 unique learners participated across 4 ECHO cohorts. Of these, 38% were physicians, 16% pediatricians, and 7% pediatric subspecialists, representing 39 geographic locations.

Learner Outcomes: Among 81 respondents (Table 2), knowledge increased by 58.6% and confidence by 64.6%, with greatest gains in resilience and trauma symptom frameworks. Mean increases were 10.96 (knowledge) and 10.06 (confidence). Learners reported practice changes including adopting a two-generation approach; enhancing screening and engagement; and integrating TIC into clinical decisions and patient education. Representative quotes illustrating planned practice changes are highlighted in Table 3.

Conclusion(s): The TIC Champion Program demonstrates a national faculty development model for expanding the pediatric workforce trained in TIC. Champions reported increased knowledge, confidence, and skills. Learners engaged in ECHO sessions demonstrated increased knowledge and confidence in TIC. National faculty development initiatives can effectively build capacity and advance dissemination of TIC in pediatrics.

Table 1
Mean Differences in Self-Assessed Ability to Teach TIC Principles among Champions (Faculty) (n=23)

Table 2
Mean Differences in TIC Knowledge and Confidence among ECHO Participants (Learners) (n=81)

Table 3
Qualitative Feedback from Champions (Faculty) and ECHO Participants (Learners) on Planned Practice Changes Post-Program