Student experiences of learning about potentially emotionally sensitive topics: trigger warnings are not the whole story

Cebula, Katie; Macleod, Gale; Stone, Kelly; Chan, Stella W. Y.

doi:10.1080/0309877x.2022.2055449

Cited by 7 publications

(38 citation statements)

References 28 publications

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“…17 In the context of healthcare education, including the wider societal expectations of healthcare professionals, issues affecting minoritised groups, inequities and abuse are increasingly explored. 27 Of great concern to both educators 12,15,18 and students, 7,23,25,26 was the fact that compared with controlled classroom settings, in unpredictable professional (clinical) environments, avoidance and selective engagement would not be possible. Whereas some learners expected unmoderated, authentic experiential learning, in readiness for future practice, others elsewhere identified that warnings facilitated engagement, 15,25,48 by enabling learners' self-preparation and establishing an appropriate mindset.…”

Section: The Context Of Healthcare Educationmentioning

confidence: 99%

“…Arguments in relation to warnings as deterrents to engagement with intense learning experiences have been considered earlier, and ample evidence now seems to refute these suggestions. 7,15,25,26,[50][51][52] By using warnings during exposure to impactful subjects, educators supported students to prepare themselves and aimed to enable engagement and participation while still acknowledging and accepting that strong emotional responses can occur. 65,74 The context in which learning occurs is also noted as significant for transformative learning.…”

Section: Creating Conditions For Transformative Learning and How Warn...mentioning

confidence: 99%

“…17 In discussing power differentials, warnings-supporting informed student approaches and actionswere proposed as a way of levelling hierarchies and redistributing power between educator and learner. 7,26 The role and relevance of trigger warnings to theories of adult learning as explored in the preceding discussion are summarised in Table 1. These considerations, mechanisms and outcomes explored are depicted in Figure 1 as a conceptual model to position warnings as tools in learning.…”

Section: Acknowledging Power Differentials In the Learning Environmentmentioning

confidence: 99%

“…It is acknowledged that warnings are not a static entity, but instead a 'shared cultural concept that can meaningfully shift over time' 6 and whose use may have amassed additional socially or culturally contextualised effects, distinct from their original clinical rationale. [5][6][7] Since the adoption of trigger or content warnings on university campuses and education settings, controversy and debate have abounded, influenced in part by the variance in definition and understanding of their role. This debate has played out on social media and news outlets and in scholarly literature, in both academic opinionbased articles 8,9 and, increasingly, empirical research evidence.…”

Section: Introductionmentioning

confidence: 99%

“…2,4,6 Evidence in relation to warnings in healthcare professions education, a disciplinary context that regularly exposes learners to potentially-distressing subjects, remains limited. 15,23,26 Evidence in relation to warnings' across other disciplines, including arts, humanities and social science 7,10,18,22,25 may aid in informing healthcare education practice.…”

Section: Introductionmentioning

confidence: 99%

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Trigger warnings as tools for learning—theorising an evolving cultural concept

Nolan,

Roberts

2023

Medical Education

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BackgroundWhile definitions of trigger warnings vary, it is generally accepted that they caution about potential reactions arising from exposure to distressing material. Controversy surrounds use of warnings in education, with concerns noted regarding impacts on academic freedom, “coddling”, thereby undermining resilience, reinforcement of traumatised identity and enablement of avoidance. Proponents of warnings position them as accommodations for those affected by trauma, enhancing inclusion, and suggest warnings empower choice and enable informed engagement in learning. A recent meta‐analysis of warnings' efficacy demonstrated no effect on affective responses or comprehension. Findings regarding avoidance suggested warnings may increase engagement with material. Synthesis of heterogeneous results relating to context of warning application necessitates cautious interpretation of findings. Furthermore, controlled experimental designs do not reflect complex ecologies of social learning environments.MethodsEvidence relating to warnings in healthcare professions education remains limited. We undertake a narrative review and synthesis of evidence regarding the role and functions of trigger warnings from a range of disciplines, to inform healthcare education practice. We apply this evidence in considering how warnings may act within a range of theoretical frameworks for healthcare professionals educations including andragogy, self‐directed learning and, ultimately, transformative learning. Tensions between exposure to emotionally stimulating learning episodes and the necessity of emotion for learning while simultaneously attending to learners' needs and fulfilling educators' responsibilities are explored. We probe gaps and contentions in existing theoretical frameworks for learning, and consider implications of recognised limitations with reference to warnings. We summarise by proposing a conceptual model for the role of warnings that considers wider salient factors for fostering effective learning.Discussion and conclusionsDifficulties associated with deriving contextually‐relevant evidence and conclusions relating to warnings as an evolving cultural concept are highlighted. We propose warnings as tools to enable critical reflection and emotional literacy, to curate effective learning environments and support humanistic healthcare professional identity formation, within wider trauma‐informed pedagogies and educator practice.

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