‘Learning how to ask’: Effectiveness of a training for trauma inquiry and response in substance use disorder healthcare professionals

Context: Exposure to traumatic events should be systematically assessed in healthcare services so that
trauma-related treatment can be offered when appropriate. However, professionals often lack expertise
in trauma inquiry and response, and therefore require training in this field. Objective: We aimed to
determine whether the ‘Learning how to ask’ training for trauma inquiry and response (Read,
Hammersley, & Rudegeair, 2007) is effective in increasing healthcare professionals’ trauma inquiry
behavior. Method: 148 professionals working in outpatient substance use disorder services were
cluster-randomized into an intervention or a waiting control group. The intervention group received a
one-day training and a refresher session 3 months later, while the control group received no training.
The primary outcome was the change from baseline in the frequency of asking clients about traumatic
events. Secondary outcomes were professionals’ evaluation of the training, knowledge, attitudes
towards and confidence in trauma inquiry and response. Results: Change from baseline in the
frequency of asking clients about traumatic events was significantly greater at 3-month and 6-month
follow-up in the intervention group compared to the control group (b = 0.43, 95% CI [0.27, 0.59], p <
.001). The training was positively evaluated by the participants. Knowledge, positive attitudes towards
and confidence in trauma inquiry and response all showed significantly greater increases in the
intervention group than in the control group. Conclusions: These findings suggest that healthcare
professionals can acquire skills in trauma inquiry and response from short trainings, which may
enhance systematic assessment of traumatic events.