Academic Medicine Open Forum

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  • 1.  Activation or Triggering Slide for Topics for Students?

    Posted 10-22-2021 10:48:00 AM

    Hi all,
    Happy FriYAY. 

    At our school, we are dealing with students who say that some of our topics are 'activating' or triggering. Do any of you include a slide in your PPTs or however you present that explains that some content may be triggering and here is where to go for help, etc.?

    We are debating (lots of discussion happening) about what sessions this might apply to vs having a trigger warning slide in each presentation. So far just faculty are debating it but we are going to include student wellness committees on each of our campuses and perhaps other members of our student curricular boards. 

    How are you dealing with issues like these? If this has been discussed already, so sorry! Just point me to the discussion.

    Max



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    Max Anderson
    Dir of Instructional Design and Learning Innovation
    University of Illinois College of Medicine
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  • 2.  RE: Activation or Triggering Slide for Topics for Students?

    Posted 10-22-2021 01:23:00 PM
    We had a similar situation arise during our Behavioral Science & Psychiatric Medicine system in which one student commented that the content was "extremely triggering." During this system's course review, we recommended that the course director scan the curriculum for such content. We plan to announce at the beginning of the course the psychiatry and counseling services available so students are aware of the resources should any of the system content trigger a negative response. Faculty have also been asked to share this at the beginning of their session.
    How are others handling this?

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    Lori DeShetler
    Assistant Dean for Assessment and Accreditation
    The University of Toledo College of Medicine and Life Sciences
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    Original Message


  • 3.  RE: Activation or Triggering Slide for Topics for Students?

    Posted 10-25-2021 09:01:00 AM

        Thanks for raising this question. We have discussed this several times.  On one hand, we don't want to upset students without having to do so.  On the other hand, we know they will be in upsetting situations as physicians.  We have not reached a consensus about where to draw that line.

         For example, many students have found the standardized patient interaction around domestic violence to be unsettling. (In fairness, the actors who portray the victim and her abuser are very good and realistic.) However, they are going to see victims of DV in practice, and will need skills to separate the victim from her abuser.
         Because we are a small school (72 students/class), we get to know our students fairly well. So we can try to give specific students a heads up.  We had a student whose mom was battling ovarian cancer, and we could tell her that it would be the condition in the end of life activity, and give her the option to skip that session.
          The other thing I try to be cognizant of is lived experiences. While I can give the historical background to systemic racism in America, that is different than our students' lived experiences with racism. But I also don't want to pressure our historically underrepresented students to be sharing their stories as the example, either. 

          When I am leading the class, I give out a syllabus in advance, so students know what the topics will be. I have not yet had a student ask to be excused because a topic would be triggering.



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    Carolyn Pointer
    Assistant Professor
    Southern Illinois University School of Medicine
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    Original Message