A Novel Intimate Partner Violence Curriculum for Internal Medicine Residents: Development, Implementation, and Evaluation

Abstract

Introduction: Intimate partner violence (IPV) is a prevalent problem with profound health consequences. Research suggests that internal medicine (IM) residents are unprepared to screen for and address IPV. We designed a curriculum to improve IM residents' knowledge, attitudes, and practices in caring for IPV survivors. Methods: The curriculum was delivered to first-year IM residents from 2016 to 2017 at Johns Hopkins Bayview. Part 1 was 60 minutes long, with a video, evidence-based didactic teaching, and case-based discussion. Part 2 was 90 minutes long, with evidence-based didactic teaching, role-play of patient-provider conversations about IPV, and debriefing about strategies for discussing IPV. We evaluated knowledge, confidence, and self-reported behaviors pre-and postintervention using two-tailed paired t tests. Results: Thirty-two residents received IPV training. In comparing precurriculum (n = 29, 91% of total participants) and postcurriculum (n = 28, 88% of total participants) surveys, there was significant improvement in knowledge about IPV (p < .001). Postcurriculum, learners reported greater confidence in detecting IPV (p < .001), documenting IPV (p < .001), and referring to resources (p < .001). Participants reported increased comfort with managing difficult emotions about IPV in patients (p < .01) and themselves (p < .001) and increased comfort in discussing IPV with female (p < .001) and male (p < .001) patients. Postcurriculum, all respondents felt they were more skillful in discussing IPV and would be more likely to screen for IPV. Discussion: Our curriculum improved residents' knowledge, confidence, comfort, and preparedness in screening for and discussing IPV.

The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: a systematic scoping review

“…In the Individual Ring, teaching improves interest in a particular field [ 104 – 106 , 125 – 127 ], influences career decisions [ 104 , 105 ], nurtures personal development/growth [ 106 , 110 , 128 – 139 ] and boosts career satisfaction [ 110 , 139 , 140 ]. In the Societal Ring, teaching increases academic [ 74 , 110 , 127 , 132 , 135 , 141 ] clinical [ 118 , 119 , 128 , 129 , 131 – 135 , 138 , 141 – 153 ] and research [ 104 , 110 , 126 , 154 – 156 ] competencies [ 110 , 118 , 119 , 130 , 136 , 137 , 139 , 143 , 149 , 155 , 157 , 158 ].…”

IPV nurse education: Scoping things out to see who's doing what?

“…Several other studies concerning IPV curricula in medical schools (Insetta & Christmas, 2020;Lumbreras, 2018), as well as undergraduate health studies programs in Australia (Lovi, 2018) have described time constraints as a major obstacle to offering more comprehensive IPV training. In our study, educators shared insights into the nature of these time-related barriers including a combination of shortage of classroom time, lack of preparation time, and a deficiency of time slot within the overall curriculum.…”

Design and Evaluation of a Curriculum on Intimate Partner Violence for Medical Students in an Emergency Medicine Clerkship

“…IPV curricula have also been successfully implemented in learners during clinical training. In an internal medicine residency group, Insetta and Christmas 27 implemented a curriculum similar to ours involving an asynchronous 60 -minute video followed by case-based discussion, role play, and debriefing. Resident participants showed significantly improved self-ratings of their knowledge, confidence, comfort, and ability to screen for IPV in their patients, similar to our findings.…”

“…16 Furthermore, the American College of Emergency Physicians (ACEP) specifically recommends that "medical schools, and emergency medicine residency curricula should include education and training in recognition, assessment and interventions in intimate partner violence, child and elder maltreatment and neglect". 23 There have been several studies published regarding training medical professionals on IPV, [24][25][26][27] most focusing on medical students in their preclinical years. There has been little published regarding curricula specifically for students and trainees in emergency medicine (EM).…”