A Teach-the-Teacher Module for Human Trafficking Bedside Instruction
Anthony Young,
Shannon Findlay,
Michael Cole,
James A. Cranford,
Michelle Daniel,
Harrison Alter,
Makini Chisolm-Straker,
Wendy L. Macias-Konstantopoulos,
Wendi-Jo Wendt,
Hanni Stoklosa
Affiliations
Anthony Young
Fourth-Year Medical Student, University of Iowa Roy J. and Lucille A. Carver College of Medicine
Shannon Findlay
Assistant Professor, Department of Emergency Medicine, University of Iowa Hospitals and Clinics
Michael Cole
Associate Professor, Department of Emergency Medicine, University of Michigan Medical School
James A. Cranford
Associate Research Scientist, Department of Emergency Medicine, University of Michigan
Michelle Daniel
Professor of Clinical Emergency Medicine, Department of Emergency Medicine, and Vice Dean for Medical Education, University of California, San Diego, School of Medicine
Harrison Alter
Founding Director and Director of Research, Andrew Levitt Center for Social Emergency Medicine, Berkeley
Makini Chisolm-Straker
Associate Professor, Department of Emergency Medicine, Icahn School of Medicine at Mount Sinai
Wendy L. Macias-Konstantopoulos
Associate Professor, Department of Emergency Medicine, Harvard Medical School; Director, Center for Social Justice and Health Equity, Department of Emergency Medicine, Massachusetts General Hospital
Wendi-Jo Wendt
Assistant Professor, Department of Pediatric Emergency Medicine, Medical College of Wisconsin
Hanni Stoklosa
Assistant Professor, Department of Emergency Medicine, Brigham and Women's Hospital, Harvard Medical School; Chief Medical Officer, HEAL Trafficking
Introduction Human trafficking (HT) is a public health issue that adversely affects patients’ well-being. Despite the prevalence of trafficked persons in health care settings, a lack of educational modules exists for use in clinical contexts. We developed a 50-minute train-the-trainer module on HT. Methods After piloting the workshop for faculty, fellows, and residents (n = 19) at the Society for Academic Emergency Medicine (SAEM) national conference, we implemented it in medical students’ curricula during their emergency medicine clerkship at the University of Iowa (n = 162). We evaluated the worskhop by (a) a retrospective pre-post survey of self-reported ability to (1) define HT, (2) recognize high-risk signs, (3) manage situations with trafficked persons, and (4) teach others about HT, and (b) a 3-month follow-up survey to assess longitudinal behavior change. Results In both contexts, results demonstrated improvement across all learning outcomes (pre-post differences of 1.5, 1.3, 1.9, and 1.7 on a 4-point Likert-type scale for each learning objective above, respectively, at the SAEM conference and 1.2, 1.0, 1.3, and 1.3 at the University of Iowa; p < .001 for all). In the 3-month follow-up, we observed statistically significant changes in self-reported consideration of and teaching about HT during clinical encounters among learners who had previously never done either (p < .001 and p = .006, respectively). Discussion This train-the-trainer module is a brief and effective clinical tool for bedside teaching about HT, especially among people who have never previously considered HT in a clinical context.
