Safer Spaces: a trauma-informed approach to Peer-Physical Examination

Safer Spaces Team Wins Awards for Excellence in Diversity

The Safer Spaces team has been recognised with the prestigious University Award for Excellence in Building and Strengthening Student Diversity, and Faculty Award for Program Innovation in  Education for their groundbreaking work in developing the ’Safer Spaces curriculum: a trauma-informed approach to Peer-Physical Examination’.

This initiative pioneers the integration of trauma-informed care principles into physiotherapy education, creating a safer and more inclusive learning environment for students. By embedding these principles into the curriculum, the Safer Spaces team is advancing student diversity and ensuring that all learners, regardless of background, can engage in physical examination training with confidence and respect.

Transforming Peer-Physical Examination in Physiotherapy

Physical examination is a fundamental component of physiotherapy education, requiring students to practise hands-on assessments with their peers. However, previous research has highlighted significant challenges, particularly for LGBTIQ+ students and those from diverse cultural, religious, and disability backgrounds. Despite consent protocols, many students report feeling pressured to participate, leading to discomfort and potential distress.

Recognising these concerns, the Safer Spaces team—comprising experts from physiotherapy, social work, and sociology, alongside alumni and students—designed an inclusive, trauma-informed curriculum. Supported by a Faculty MDHS Diversity and Inclusion Grant in 2022, the project developed an educational framework that enhances student safety and fosters a more supportive learning culture. The curriculum has since been embedded in first-year physiotherapy programs and implemented as a training program for teaching staff.

A Research-Driven Approach to Inclusive Education

The Safer Spaces project worked to provide a dynamic, solutions-focused approach rooted in collaboration and stakeholder engagement. This research model enabled the team to co-design practical solutions with students and alumni, reinforcing the commitment to student-led, evidence-based education.

Beyond physiotherapy, the project’s impact is expanding. Discussions are underway to adapt the curriculum for other disciplines teaching tactile skills, furthering its reach across the Faculty. The initiative has also gained national recognition, with findings presented at the 2024 ANZAPHE Annual Conference.

Alignment with the University’s Commitment to Inclusive Education
The Safer Spaces initiative embodies the Advancing Melbourne aspiration of fostering an inclusive and supportive learning environment where all students can thrive. By addressing the diverse needs of learners and integrating trauma-informed principles, this project not only enhances the student experience but also contributes to safer and more effective healthcare practice.

Congratulations to all the members of the Safer Spaces team on this well-deserved recognition!