(154) Empowering Future Clinicians: Birth Doula Training as a Platform for Trauma-Informed Pelvic Health Education

Abstract Introduction Trauma informed care (TIC) and pelvic floor health are distinct yet interconnected domains that remain inconsistently covered in medical education. Competence in both is especially critical for clinicians caring for obstetric, gynecologic, and urologic patients, as unaddressed trauma and pelvic floor dysfunction can profoundly affect childbirth experiences and long-term sexual health. Although TIC frameworks have increasingly been introduced into medical education and training, few programs contextualize them within OBGYN. Similarly, pelvic floor health education remains limited in medical education, despite pelvic floor injury being a common consequence of vaginal birth with major implications for quality of life. Medical trainees frequently report minimal instruction in female sexual health function and pelvic floor disorders. Objective To evaluate the feasibility and potential benefits of integrating TIC and pelvic floor health education into medical student training through the implementation of a student-led birth doula program. Methods A multidisciplinary team of experienced birth doulas, including a certified doula trainer, a medical student, and a Doctor of Physical Therapy (DPT) pelvic health specialist developed and delivered a 20-hour weekend birth doula training for medical students. The curriculum covered TIC; pelvic floor anatomy, function, and injury prevention; labor and birth physiology; comfort and positioning techniques; pain management; patient advocacy; culturally sensitive support; lactation; the doula’s role in a healthcare setting; and the doula scope of practice. Of the 20 hours of training, approximately 3 hours each were dedicated to TIC and pelvic floor education, with principles of both integrated throughout. Pelvic floor instruction, led by a pelvic health DPT, combined didactics with hands-on positioning. TIC instruction centered on “psychological first aid,” which emphasized communication strategies including compassionate, supportive, and practical support during and after traumatic events to mitigate retraumatization. Facilitated discussions addressed the impact of specific language on individuals with trauma or potentially traumatic histories. Interactive scenarios and role-playing exercises enabled students to develop strategies to deliver and foster TIC within a healthcare team with application to obstetric settings. Results 14 medical students (MS1-MS4) completed the birth doula training. Five students intended to pursue OBGYN residency, four were undecided, and four planned to pursue other non-OBGYN specialties. Of the 14 participants, 12 provided qualitative feedback. Based on thematic analysis of feedback, 100% (n = 12) found that training provided them with practical skills for labor and birth support, 75% (n = 12) felt more confident in their ability to provide TIC as a result of the training, and 92% (n = 12) believed that these skills would apply to their future medical practice. Students reported improved preparedness for clinical clerkships, greater comfort discussing trauma and sexual health, and increased awareness of pelvic floor function in obstetric care, regardless of their intended specialty. Several students identified the training as the most comprehensive TIC instruction received during medical school to date. Conclusions Birth doula training offers a novel and effective platform for teaching TIC and pelvic floor health. Integrating this model into existing OBGYN interest groups or student-led birth support programs could bridge critical gaps in medical education, promoting trauma-sensitive, pelvic floor informed, patient-centered care. Disclosure No.