Does Medical Student Knowledge on Intimate Partner Violence Change in Response to a Workshop Karen Richardson-Nassif, PhD, Martha Seagrave, PA-C, Julie Schirmer, Peg Cyr, MD, David N. Little, MD Student Questionnaire 158 students participated in the program in VT and ME All students completed pre and post test questionnaires Questionnaire reliability .799 5 statements showed a significant change in knowledge and attitude between pre and post test evaluations Background University of Vermont College of Medicine identified that medical students were not being effectively taught how to recognize and/or treat a patient that has been in a violent relationship. The Vermont Integrated Curriculum (VIC) has interdisciplinary clerkship teaching days. A ½ day is dedicated to teaching students about intimate partner violence. The session focuses on awareness, recognition, screening and initial intervention. Learning Objectives of Workshop Students will: Know risk factors associated with IPV Identify screening methods that can be used by a PCP to detect IPV Demonstrate the ability to communicate without judgment and compassionately with survivors recognize the significant physical and mental health effects of IPV Recognize intentional injury patterns Demonstrate competency in routine screening for intimate partner violence Perform risk assessment on patients presenting with IPV related injuries and illnesses Refer victims to appropriate community agencies Assist the patient with understanding the relationship of violence to his/her health problems Document extent of current injuries through written documentation What did you learn from the training? “Red flags, questions to ask, home safety eval, statistics.” “Signs and symptoms of domestic violence; how best to bring things up; do not try to evaluate domestic violence by myself.” Please list some of the signs that might be exhibited by a victim of IPV “Frequent visits, many complaints, headache, abdominal pain, etc., inconsistent history and injury.” “Isolation, injury, somatic complaints: headache, abdominal pain, fatigue.” Questions that showed a significant change Question Pre-test mean Post-test mean I am familiar with red flags Mean 2.3 Std Dev .6 Mean 1.3 Std Dev .5 I am comfortable with screening patients who present with red flags Mean 2.5 Std Dev .7 Mean 1.6 Std Dev .6 It is important to screen every patient who presents with 1 or more red flags Mean 1.1 Std Dev .3 I am familiar with how to assess a patient in a domestic violence situation for safety Mean 2.6 Std Dev .6 Mean 1.7 Std Dev .6 I know how to access IPV resources Mean 2.4 Std Dev .8 Mean 1.5 Std Dev .6 Format of Workshop Pre-test Module 1 – building awareness of what intimate partner violence looks like from various perspectives (Power Point, Videos and Discussion) Module 2 – what are physician responsibilities (RADAR, Guidelines, Video) Small Group Discussion – Role Play Activity: introducing skills for screening and intervention Post-test Web-based Resource: Safety Net Community resources: local, regional and national Interactive cases Videos Clinical Resources Curriculum overview Lessons Learned IPV education should be a part of the medical school curriculum Exposure to topic should be progressive Clerkship training should be skills based Learning is enhanced by varying educational methods Role play and standardized patient experiences reveal the complexity of identification and intervention for students and increases confidence This Project was Sponsored by HRSA Grant ID15PE80106