Original Publication
Open Access

Developing Skills in Veteran-Centered Care: Understanding Where Soldiers Really Come From

Published: June 11, 2014 | 10.15766/mep_2374-8265.9818

Included in this publication:

  • CLIP A.zip
  • CLIP B.zip
  • WSCF FACILITATOR Packet.docx
  • WSCF Facilitator Guide.docx
  • WSCF Facilitator Slides.pptx
  • WSCF LEARNER Packet.docx
  • WSCF Supplemental Slides.pptx

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.

Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.


This workshop is designed to last approximately 90 minutes and will assist faculty in facilitating discussions on veteran-centered care as well as mental illness (PTSD and TBI) in U.S. veterans. Upon viewing scenes from the award-winning movie Where Soldiers Come From©, participants will engage in active discussion sessions in which they reflect on their impressions of the clips, situations and themes from each scene. They will be asked to discuss the issues that arise in each scene as the basis for exploration of their own personal and professional experiences and identities. They will also discuss ways to engage their learners in this issue as it relates to engaging trainees on related topics. This packet provides comprehensive guidelines for conducting a multi-stage faculty development workshop for veteran-centered care. The same workshop could be adapted for other learners once facilitators are comfortable with the topic. Because this workshop is geared toward faculty development we encourage facilitators to apply for CME credit for this exercise as it enhances faculty participation and provides credibility to learning exercise. The objectives provided as well as the exercises allow for outcome measurement.

To date, this workshop has been delivered with primary care providers, both physicians N=27; nurses N=3; and psychologist N=1 in VA settings (6 participants did not list their role). Participants were from various medical specialties (internal medicine, family medicine, clinical health psychiatry, preventative medicine and surgery).

Below are the responses to our evaluation of the workshop:

Participant gained a better understanding of veterans and their care skills – 26 (70.2%) indicated agree/strongly agree.
Participant able to identify key issues in veterans and their care – 29 (78.3%) indicated agree/strongly agree.
Participant gained a better understanding of how to prepare for issues around the returning veterans – 27 (72.9%) indicated agree/strongly agree.
Scenes from the documentary helped participant to reflect on their own attitudes toward veterans – 33 (89.2%) indicated agree/strongly agree.

Educational Objectives

At the conclusion of this workshop, learners will be able to:

  1. Apply the principles of veteran-centered care.
  2. Recognize the importance of military service and veteran culture in health care.
  3. Identify causes of health disparities for veterans in the U.S..
  4. Recognize the value of patient-centered communication skills.
  5. Recognize subtle cues involved in the assessment and triage of patients with PTSD and TBI.
  6. Apply active learning techniques to topics related to veteran-centered care in their own teaching.

Author Information

  • Monica Lypson, MD, MHPE: University of Michigan Medical School
  • Divy Ravindranath: Palo Alto VA Health Care System
  • Paula Ross: University of Michigan Medical School

None to report.

None to report.


Lypson M, Ravindranath D, Ross P. Developing skills in veteran-centered care: understanding where soldiers really come from. MedEdPORTAL. 2014;10:9818. https://doi.org/10.15766/mep_2374-8265.9818