Abstract
BACKGROUND: Trauma is a significant public health issue that affects both mental and physical health. Healthcare delivery based on trauma-informed care (TIC) principles is designed to mitigate the risk of re-traumatization in healthcare settings to improve patient outcomes. Chronic pain is a common comorbidity of trauma and a common reason that people seek healthcare, including chiropractic care. The extent to which TIC training is integrated into chiropractic education and Doctor of Chiropractic Programs (DCPs) remains unclear. OBJECTIVE: This study aims to evaluate the presence of TIC principles in educational curricula documents from accredited DCPs across the United States and Canada to identify potential gaps in trauma-sensitive education within chiropractic training. METHODS: A scoping document analysis will be conducted using educational curricula documents (program handbooks, course catalogs, and course syllabi) from DCPs accredited by the Council on Chiropractic Education (CCE-USA). Documents will be evaluated for TIC-related search terms based on established frameworks from the Substance Abuse and Mental Health Services Administration and the Harvard Medical School TIC Core Competencies. The analysis will assess the presence of TIC principles such as safety, trust, empowerment, and cultural sensitivity. A phased approach will be used for data extraction, ensuring a comprehensive review of TIC integration. RESULTS: The study will quantify the inclusion of TIC principles in chiropractic education in the United States and Canada and identify trends or gaps related to TIC education. CONCLUSION: Our findings can inform future curriculum review and development, ensuring DCPs integrate TIC effectively to enhance care for trauma-exposed patients.