Highlights
- •Intimate Partner Violence is inadequately addressed in medical school curricula.
- •We implemented an intervention with didactic modules and standardized patients.
- •After the session, student preparedness and comfort addressing IPV increased.
- •This module is easily introduced to medical school curricula.
Abstract
Background
One in three women in the US experience intimate partner violence (IPV) in their lifetime.
There are minimal opportunities for medical students to learn about responding to
IPV.
Methods
Students participated in a learning intervention about recognizing and addressing
IPV, followed by a standardized patient session. Students filled out a seven-question
survey before and after the session, which assessed comfort addressing IPV, discussing
resources, and practicing trauma-informed care. Responses were compared using the
Mann-Whitney U test.
Results
Sixteen medical students participated, response rate of 100%. The median score for
comfort recognizing signs of IPV increased from 2 to 3 (p < 0.01); for asking patients about IPV, from 1 to 3.5 (p < 0.01); in knowledge of IPV resources, from 1 to 3 (p < 0.01); in preparedness to practice trauma informed care, from 2 to 3.5 (ns). Comfort addressing IPV improved from 1 to 3 (p < 0.01).
Conclusion
After the session, student preparedness and comfort addressing IPV increased. The
learning intervention addressed information not in standard medical curricula. This
module can be easily adapted to any medical school curricula.
Keywords
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Article info
Publication history
Published online: November 19, 2020
Accepted:
November 15,
2020
Received in revised form:
November 6,
2020
Received:
June 14,
2020
Identification
Copyright
© 2020 Elsevier Inc. All rights reserved.
