School of Medicine and Health Sciences Poster Presentations
Document Type
Poster
Abstract Category
Education/Health Services
Keywords
Domestic Violence, Intimate Partner Violence, Medical Education
Publication Date
Spring 5-1-2019
Abstract
Domestic violence is identified as a global epidemic, where 1 in 3 women throughout the world will experience physical and/or sexual violence (WHO 2013). Medical education research around the world has included DV curriculum studies to determine how to most effectively train medical students to understand, screen, and manage DV (Wathen et al. 2009)(Daniel and Milligan 2013)(Ogunsiji and Clisdell 2017). However, the published studies target varying healthcare specialities, trainee age groups, and study design, thus rendering comparison of specific curriculum inclusions statistically unattainable. Instead, this literature review identified common themes in the conclusions drawn from various studies to isolate reasonable, measurable learning objectives, and compare them to the current DV curriculum design for The George Washington University School of Medicine and Health Sciences undergraduate medical education. 22 papers were obtained primarily through a general search of Scopus database using keywords “intimate partner violence”, “domestic violence”, and “curriculum”. Though there is a recent trend for DV curriculum research to utilize the Physician Readiness to Manage Intimate Partner Violence Survey adapted to survey medical students, other studies used Likert-type scale surveys or reflective journal entries. Common factors of evaluation included: students’ perceived confidence in screening, treating, and counseling DV victims. Regarding the efficacy of DV curricula to medical students and other training healthcare providers, two common themes were identified: a need for an enhanced student-perceived relevance of DV curriculum, and a need for a more longitudinal curriculum across the undergraduate years. Currently, GWU SMHS medical students are not evaluated on their perceptions of the DV curriculum - one that is restricted to a standardized patient didactic in the second year, and lacks any additional formal training in clinical rotations. Next steps for GWU SMHS include quantifying student competency and implementing a more longitudinal DV curriculum to prepare future providers for the DV epidemic.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Open Access
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Included in
Intimate Partner Violence Curriculum at GW
Domestic violence is identified as a global epidemic, where 1 in 3 women throughout the world will experience physical and/or sexual violence (WHO 2013). Medical education research around the world has included DV curriculum studies to determine how to most effectively train medical students to understand, screen, and manage DV (Wathen et al. 2009)(Daniel and Milligan 2013)(Ogunsiji and Clisdell 2017). However, the published studies target varying healthcare specialities, trainee age groups, and study design, thus rendering comparison of specific curriculum inclusions statistically unattainable. Instead, this literature review identified common themes in the conclusions drawn from various studies to isolate reasonable, measurable learning objectives, and compare them to the current DV curriculum design for The George Washington University School of Medicine and Health Sciences undergraduate medical education. 22 papers were obtained primarily through a general search of Scopus database using keywords “intimate partner violence”, “domestic violence”, and “curriculum”. Though there is a recent trend for DV curriculum research to utilize the Physician Readiness to Manage Intimate Partner Violence Survey adapted to survey medical students, other studies used Likert-type scale surveys or reflective journal entries. Common factors of evaluation included: students’ perceived confidence in screening, treating, and counseling DV victims. Regarding the efficacy of DV curricula to medical students and other training healthcare providers, two common themes were identified: a need for an enhanced student-perceived relevance of DV curriculum, and a need for a more longitudinal curriculum across the undergraduate years. Currently, GWU SMHS medical students are not evaluated on their perceptions of the DV curriculum - one that is restricted to a standardized patient didactic in the second year, and lacks any additional formal training in clinical rotations. Next steps for GWU SMHS include quantifying student competency and implementing a more longitudinal DV curriculum to prepare future providers for the DV epidemic.
Comments
Presented at Research Days 2019.