Students' Perceptions of Trigger Warnings in Medical Education

Abstract

Of the 424 medical students invited to participate, 259 completed the survey (M = 24.8 years, SD + 3.4, 51.4% female, 76.1% White, 53.7% 1st-year students). Few students (11.2%) were aware of the term trigger warning and its definition. However, after being presented with a formal definition on the online survey, 38.6% reported having had a professor use one. When asked whether they supported the use of trigger warnings in medical education, respondents were distributed fairly equally by response (yes = 31.0%, maybe = 39.2%, no = 29.7%). Qualitative analysis revealed three themes: (a) Trigger Warnings Allow Students to Know What is Coming and Prepare Themselves: Respondents believed that trigger warnings would benefit students with a history of trauma by providing them additional time to prepare for the material and, if appropriate, seek professional help; (b) Students Need to Learn How to Handle Distressing Information: Respondents agreed that they needed to learn and cope with highly sensitive material because they would be confronted with difficult and unexpected situations in clinical practice; and (c) Trigger Warnings Help Students Understand the Severity of the Material: Respondents felt that trigger warnings may help students understand the severity of the material being covered and increase awareness about trauma and its effects on health and well-being. Insights: Findings did not reach consensus for or against the use of trigger warnings in medical school; however, students emphasized the importance of learning how to cope with distressing material. Trigger warnings may represent a teaching tool to facilitate classroom discussions about the severity of trauma-related material and problem-focused coping strategies.

Student reactions to traumatic material in literature: Implications for trigger warnings

“…In addition, it appears that both instructor and student attitudes towards trigger warnings are mixed [11][12][13][14]. For example, when asked whether they supported the use of trigger warnings in their training, medical students were evenly split among the options [13].…”

“…In addition, it appears that both instructor and student attitudes towards trigger warnings are mixed [11][12][13][14]. For example, when asked whether they supported the use of trigger warnings in their training, medical students were evenly split among the options [13]. Psychology students across both public and private institutions showed similar ambivalence, as some appreciated their potential value but were concerned that avoidance of triggering topics by instructors might limit their learning [13,15].…”

Managing the demands of the preregistration mental health nursing programme: The views of students with mental health conditions

“…While there is some evidence to support the value of classroom topics that can potentially trigger intrusive distress and the use of trigger warnings in alerting and preparing students (Beverly et al . ), robust evidence is needed on how to effectively facilitate such discussions (Boysen ).…”

Several Ways Generation Z May Shape the Medical School Landscape

“…48 A 2018 study of content warnings in medical school revealed few students (11%) were aware of what a content or trigger warning is, and fewer than one-third supported their use in medical education. 49 However, the number of undergraduate Plochocki 3 students reporting concerns to administrators about failure of faculty to implement content warnings is on the rise and may appear in medical education in greater numbers. 50 Some medical professionals have already begun to advocate for the creation of safe spaces where discomforting subjects can be discussed.…”