1. 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 Std Dev .6
Mean Std Dev .5
I am comfortable with screening patients who present with red flags
Mean Std Dev .7
Mean Std Dev .6
It is important to screen every patient who presents with 1 or more red flags
Mean Std Dev .3
I am familiar with how to assess a patient in a domestic violence situation for safety
Mean Std Dev .6
Mean Std Dev .6
I know how to access IPV resources
Mean Std Dev .8
Mean 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