Evaluating Violent Person Management Training for Medical Students in an Emergency Medicine Clerkship

Ball, Caroline; Kurtz, A; Reed, Trent

doi:10.14423/smj.0000000000000337

Cited by 17 publications

(25 citation statements)

References 1 publication

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“…Studies have been conducted on GBV among physicians in both these specialties. [19,20] Many stakeholders appreciated the emotional problems that may arise following an episode of violence, and recommended the inclusion of a psychologist on the training team. Mental health complications following abuse, including anxiety disorders, depression, low self-esteem, posttraumatic stress and substance abuse have been reported previously.…”

Section: Researchmentioning

confidence: 99%

Establishing consensus among interprofessional faculty on a genderbased violence curriculum in medical schools in Nigeria: A Delphi study

Fawole

Wyk

Adejimi

et al. 2018

AJHPE

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There is growing international consensus that health services need to respond to the needs of those experiencing abuse. [1] There is also an increasing recognition of the need to equip medical practitioners with the appropriate knowledge, attitudes and skills to care for victims of intimate partner violence (IPV). Concerns have been raised that faculty possibly neglect teaching of the topic, as it is not included in medical curricula. [2] It is therefore imperative to address this shortcoming in medical curricula, especially in low-income countries where traditions have supported and condoned levels of IPV. [3] Different specialised groups of physicians are needed to care for women who have experienced IPV, when managing complications linked to abuse. [3] Education about gender-based violence (GBV) in general offers a logical solution in addressing the problem of ignorance. [4] Education about violence has been integrated into medical schools, and is being taught by a variety of faculty in many high-income countries. [5,6] Evaluations show that training on GBV and IPV generally improves the knowledge, attitudes and skills of students and clinicians. [4] However, medical faculty in many middle-and low-income countries are apprehensive about the complexities of addressing the topic. Apart from concerns over content and training methods, there is also a lack of agreement on the faculty best positioned to offer such training. [7,8] Therefore these issues need consideration, to prepare a range of medical faculty to teach, serve and practise effectively in this area. The present study was conducted to obtain consensus among interprofessional stakeholders on the content, methods and faculty to involve in educating and training medical students on GBV in southwest Nigeria. The study also explored reasons why stakeholders thought the teaching was necessary; it identified the stage in the curriculum best suited to teach the topic, and how to assess the effectiveness of training. Methods Study design The Delphi technique [9] was used to obtain consensus among experts on issues relating to the design of a GBV curriculum. Three rounds Background. Gender-based violence (GBV), as a topic of medical study and practice, is an integral component of medical education in many developed countries. There is an increasing need to equip medical practitioners with appropriate knowledge, attitudes and skills to care for victims of GBV. Objectives. To obtain consensus among stakeholders on content, the members of faculty who should teach the subject and the methods of training relating to GBV curricula in three medical schools in southwest Nigeria. Methods. Three rounds of the Delphi technique involving 52 experts from among academics, medical practitioners, government and non-governmental organisations were conducted. The first round (RD 1) was open-ended, while subsequent rounds were structured. Consensus was defined as a gathering around mean (>3.5) responses with minimal divergence (standard deviation (SD) <1.5) to the RD 2 questionnai...

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Section: Researchmentioning

confidence: 99%

Establishing consensus among interprofessional faculty on a genderbased violence curriculum in medical schools in Nigeria: A Delphi study

Fawole

Wyk

Adejimi

et al. 2018

AJHPE

View full text Add to dashboard Cite

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“…Regardless of the method of assessment, almost all studies reported high satisfaction and increased knowledge after intervention. Student self-assessment typically revealed positive attitudes toward online lectures as a teaching modality [7,8,[11][12][13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28]. Moreover, students showed increased knowledge in the subject material at hand, as evaluated by pre-and post-lecture knowledge assessment [11,[13][14][15]17,19,21,22,24,25,27,[29][30][31][32].…”

Section: Assessment Of Learning Outcomesmentioning

confidence: 99%

Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

Tang¹,

Coret²,

Qureshi³

et al. 2017

Preprint

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Background: The adoption of the flipped classroom in undergraduate medical education (UME) calls on students to learn from various self-paced tools -including online lectures -before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. Objective: To understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. Methods: This scoping review followed the methodology outlined by Arksey and O'Malley (2005). MEDLINE, PsycINFO, Education Source, Francis, and ProQuest were searched to find articles from 2006 to 2016 related to online lecture use in UME. Results: 45 articles met inclusion criteria. Online lectures are used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles is seldom reported. Almost all studies describe high student satisfaction and improvement on knowledge tests following online lecture use. Conclusions: Integration of online lectures into UME is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.

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“…En efecto, existen reportes de contaminación natural de aguas subterráneas por arsénico en la zona de Carancas y Huata, únicas fuentes de abastecimiento de agua en muchas poblaciones rurales en Puno (4) . Así como se ha encontrado valores de arsénico en el agua potable en el distrito de Carocoto y Juliaca, por encima de los valores recomendados por la Organización Mundial de la salud (OMS) (5) .…”

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“…Pues se ha encontrado que existe una disminución de mortalidad asociada a exposición a arsénico cuando se instauran medidas para disminuir su concentración en el agua potable de zonas endémicas (3) . Igualmente, es necesario recordar que así como Puno, existen otras regiones del país en las que se han encontrado valores de arsénico por encima de los recomendados por la OMS y podrían encontrarse en el futuro más casos de mortalidad atribuidas a IR por esta asociación (5) . Sr. Editor.…”

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Percepción de violencia en internos de medicina de una universidad peruana

Taype-Rondán

Lizarraga-Castañeda

Mayor-Vega

et al. 2016

Rev Peru Med Exp Salud Publica

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Evaluating Violent Person Management Training for Medical Students in an Emergency Medicine Clerkship

Abstract: An educational video podcast is an effective method to improve medical students' knowledge and confidence in responding to a potentially violent person or violent situation in the ED and may be useful in other healthcare settings.

Cited by 17 publications

References 1 publication

Establishing consensus among interprofessional faculty on a genderbased violence curriculum in medical schools in Nigeria: A Delphi study

Establishing consensus among interprofessional faculty on a genderbased violence curriculum in medical schools in Nigeria: A Delphi study

Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

Percepción de violencia en internos de medicina de una universidad peruana

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