05 An intervention to address Secondary Traumatic Stress (STS) in paediatric residents during a Child Maltreatment Paediatrics (CMP) rotation: A qualitative study
Notice bibliographique
Résumé
Abstract Background Secondary Traumatic Stress (STS) refers to the emotional response experienced by individuals caring for those who have experienced trauma. STS is increasingly recognised in child serving professions. Paediatric residents rotating through Child Maltreatment Paediatrics (CMP) are vulnerable to STS due to typically being younger, working long hours, and having limited CMP experience. STS has significant implications on trainee wellbeing, work performance and potentially patient care. To mitigate the effects of STS on trainees at our institution, a two-pronged educational intervention was developed: Handout: The handout is provided at orientation, outlining STS symptoms, risk factors, prevention strategies, and resources. Discussion Session: A case-based discussion facilitated by a CMP psychologist in a non-evaluative role. The session, scheduled during protected time in a private space, focuses on emotional processing and coping strategies. Objectives To explore resident experiences with the intervention and evaluate its impact on resident perceptions regarding knowledge of STS. Design/Methods A qualitative study using grounded theory methodology was conducted using in-depth semi-structured individual interviews with eleven paediatric residents who completed their CMP rotation at a tertiary care paediatric hospital between April and October 2024. Convenience sampling was used to recruit participants. Interviews were analysed iteratively for themes, and a coding structure was developed. Data collection continued until no new themes were identified, indicating saturation had been reached. Results Paediatric residents described their prior understanding of STS, experiences and perceptions of the STS intervention, as well as the impact. Three dominant themes related to the impact of the intervention on residents were identified: 1) improved STS knowledge, allowing them to label and recognize STS in themselves, 2) validation of emotional responses, and 3) transferability of benefits to other rotations and personal experiences. Residents unanimously endorsed the positive impact of the intervention and recommended its continuation. Residents highlighted the importance of a psychologist-led session, rather than a supervising physician, and the benefit of having protected time in a safe space. Conclusion This study demonstrates an effective educational intervention that addressed STS- related concerns for paediatric residents during their CMP rotation. Descriptions provided by residents suggest that the intervention may have relevance beyond CMP rotations and supports its broader application throughout residency training.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,009 | 0,015 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,005 | 0,004 |
| Communication savante | 0,001 | 0,002 |
| Science ouverte | 0,002 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».