05 An intervention to address Secondary Traumatic Stress (STS) in paediatric residents during a Child Maltreatment Paediatrics (CMP) rotation: A qualitative study
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.004 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".