Registrars’ own experiences of trauma can shape how they learn, work, and respond to feedback. In this follow-up episode of RG Life Hacks, Dr Emily Moody continues her conversation with Dr Susan Tyler-Freer, exploring how trauma-informed care principles apply to medical education and the registrar training journey.

Dr Tyler-Freer unpacks how developmental trauma and neurodiversity can influence learning style, clinical reasoning, emotional resilience, and communication. She explains how understanding ACEs within the registrar population can improve feedback, reduce harm, and support professional identity development.

The episode also makes a compelling case for clinical supervision as an essential support for registrars and educators to process the emotional toll of rural generalist practice.

This discussion offers powerful insights for registrars and those who teach or supervise them, highlighting how to create safer, more supportive learning environments throughout training.