Domestic violence teaching in UK medical schools: a cross-sectional study

Potter, Lucy; Feder, Gene

doi:10.1111/tct.12706

Cited by 20 publications

(27 citation statements)

References 7 publications

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“…There are of course barriers for the victims to overcome to report IPV and the importance of gaining trust and encouraging these women to seek help cannot be overemphasized. A research done in UK regarding formal teaching about domestic violence and abuse in medical schools revealed that the education was not adequate [5]. Without doubt all medical school should in their medical curriculum include a thorough formal teaching on IPV, how to detect and how to support and know what resources are available to assist the victims.…”

mentioning

confidence: 99%

Domestic violence-are we up to the task?

Sigurðsson

2019

Scandinavian Journal of Primary Health Care

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confidence: 99%

Domestic violence-are we up to the task?

Sigurðsson

2019

Scandinavian Journal of Primary Health Care

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“…However, of these, 11 reported providing zero to two contact hours on the subject over a five-year degree. Three quarters felt provision of domestic violence and abuse teaching was inadequate or not enough [32]. Similar audits are needed on domestic violence and abuse teaching on UK nursing and other healthcare professional curricula.…”

Section: Discussionmentioning

confidence: 99%

“From taboo to routine”: a qualitative evaluation of a hospital-based advocacy intervention for domestic violence and abuse

Dheensa

Halliwell

Daw³

et al. 2020

BMC Health Serv Res

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Background: Health services are often the first point of professional contact for people who have experienced domestic violence and abuse. We report on the evaluation of a multi-site, hospital-based advocacy intervention for survivors of domestic violence and abuse. Independent Domestic Violence Advisors (IDVAs), who provide survivors with support around safety, criminal justice, and health and wellbeing, were located in five hospitals in England between 2012 and 2015 in emergency departments and maternity services. We present views about IDVAs' approaches to tackling domestic violence and abuse, how the IDVA service worked in practice, and factors that hindered and facilitated engagement with survivors. Methods: We adopted a convenience sampling approach and invited participation from all who offered to take part within the study timeframe. Sixty-four healthcare professionals, IDVAs, IDVA service managers, and commissioners at all sites were interviewed. Interviews were analysed using a thematic approach: familiarising ourselves with the data through repeated readings and noting initial ideas; generating initial codes through double coding notable features of the data across the dataset; collating codes into potential themes; and reviewing themes to ensure they captured the essence of the data. Results: Two key themes emerged. The first was Hospital-based IDVAs fulfil several crucial roles. This theme highlighted that healthcare professionals thought the hospital-based IDVA service was valuable because it enhanced their skills, knowledge, and confidence in asking about domestic violence and abuse. It enabled them to immediately refer and provide support to patients who might have otherwise been lost along a referral pathway. It also reached survivors who might otherwise have remained hidden. The second theme was Success hinges on a range of structural factors. This theme illustrated the importance of ongoing domestic violence and abuse training for staff, the IDVA having private and dedicated space, and the service being embedded in hospital infrastructure (e.g. featuring it in hospital-wide policies and enabling IDVAs access to medical records). Conclusion: Hospital-based IDVAs offer a unique and valued way to respond to domestic violence and abuse in a healthcare setting. Further work must now be done to explore how to implement the service sustainably.

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“…Studies carried out in several countries have evidenced the positive influence of professional training on the violence phenomenon, showing the need for the themes' inclusion in undergraduate courses, based on content that addresses violence (Bonfim 2015, Potter & Feder 2018Bravo et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

A temática violência na formação profissional: um estudo com base nos planos de ensino

Silva¹,

Algeri²,

Silva³

et al. 2020

RSD

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Este estudo teve como objetivo analisar, se os conteúdos trabalhados no curso de graduação das áreas da saúde, educação e direito de uma Instituição Federal de Ensino Superior do Brasil, possibilitam a formação do estudante de graduação para lidar com a violência e exploração sexual na prática profissional. Trata-se de uma pesquisa documental em planos de ensino de seis cursos de graduação, a saber: Enfermagem, Educação Física, Medicina, Psicologia, Pedagogia e Direito O projeto derivado dessa pesquisa, foi aprovado sob parecer CAAE: 49775415.8.0000.5324. Foram analisados vinte e quatro planos de ensino, segundo as variáveis: disciplina, curso, carga horária, semestre ofertado e conteúdo abordado. Pode-se constatar que, apenas seis planos contemplam a temática violência. Conclui-se a necessidade premente de um maior comprometimento das Instituições de Ensino Superior, na formação e qualificação profissional, em relação ao enfrentamento de situações de violência contra crianças e adolescentes. O conteúdo referente à obrigatoriedade legal do profissional em identificar, diagnosticar, notificar e encaminhar os casos de violência que chegam aos serviços que atendem crianças e adolescentes, deveria ser introduzido já na formação acadêmica; observou-se, entretanto, a partir dos resultados que essa prática não ocorre na maioria dos cursos.

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Domestic violence teaching in UK medical schools: a cross-sectional study

Cited by 20 publications

References 7 publications

Domestic violence-are we up to the task?

Domestic violence-are we up to the task?

“From taboo to routine”: a qualitative evaluation of a hospital-based advocacy intervention for domestic violence and abuse

A temática violência na formação profissional: um estudo com base nos planos de ensino

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