Training on prevention of violence against women in the medical curriculum at the University of Ibadan, Nigeria

Fawole, Olefunmilayo; Wyk, Jacqueline Van; Adejimi, Adebola A

doi:10.7196/ajhpe.222

Cited by 9 publications

(19 citation statements)

References 8 publications

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“…In this study, female students had better attitudes towards victims of GBV and abuse. This was also the finding of other researchers 17,21,25,26. The knowledgeable students and those with positive attitudes were more comfortable to discuss issues about GBV with patients, victims and perpetrators.…”

Section: Discussionsupporting

confidence: 82%

“…Data was collected by means of a semi-structured questionnaire that had been adapted from prior studies on domestic violence and primary care attitude, practices and beliefs in the United States and training needs about GBV against women in Nigeria 9,17,21,22…”

Section: Methodsmentioning

confidence: 99%

“…. It built up on an earlier instrument used in a pilot survey in one of the medical schools21. Reliability and validity of the instrument was ensured by adequate review of literature 23,24.…”

Section: Methodsmentioning

confidence: 99%

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Preparing medical students to recognize and respond to gender based violence in Nigeria

et al. 2019

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Background Medical practitioners are ideally positioned to mitigate the impact of gender based violence (GBV) on the health of victims. However, there is a lack of information on students' ability and willingness to do so. Objective To identify factors which impact on students' attainment of the knowledge and perceived ability to manage victims. Methods A cross-sectional survey was conducted on 388 (91.5%) final year medical students from three medical schools in South West, Nigeria. Results Students were knowledgeable on sexual (63.7%) and physical (54.6%) forms of GBV and unfamiliar with other forms. The mean scores for knowledge (7.1 ± 2.5 out of 11); attitude (52.6 ± 10.3 out of 80); personal comfort (44.1 ± 10.0 out of 65) and skills (3.1 ± 2.6 out of 7) were calculated. Younger respondents, females and married students reported less skill to manage victims. The location of school, previous training and personal comfort remained significant determinants of students' self reported skills on GBV. Respondents with prior training on GBV and comfortable with managing patients, were four times more likely to perceive they were more skilled than their peers [AOR = 4.33, 95% CI: 2.37 – 7.90 and AOR 3.53; 95% CI 2.16–5.78 respectively]. Conclusion Formalised skills training on GBV is a necessity, especially for young, female students and training cannot be left to serendipity. The medical curriculum should be reviewed.

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Section: Discussionsupporting

confidence: 82%

Section: Methodsmentioning

confidence: 99%

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Preparing medical students to recognize and respond to gender based violence in Nigeria

et al. 2019

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“…Questionnaire development RD 1: The RD 1 questionnaire was developed after an extensive literature review [5][6][7][8][9][10][11] based on the results of our previous study with medical students and faculty in one of the institutions. [2] The questionnaire consisted of 11 items, and was open-ended. It solicited information on reasons why courses on GBV issues should be taught (Table 2); the academic level at which they should be taught; the content to be covered (Table 3); teaching methods and strategies; contact hours; duration; format; which medical department(s) should do the teaching; other health professionals to involve in teaching; and suitable teaching platforms to explore.…”

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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“…7,8 In contrast, other research findings show that IPV curricula can help in improving medical doctors' self-efficacy to identify and manage victims of IPV leading to an increase in referral rates. [9][10][11] Although IPV is increasingly recognized as a public health issue that can lead to fatal outcomes, few studies address how medical doctors in Africa are prepared to deal with victims. This study seeks to fill this gap by assessing how IPV elements are addressed in medical curricula in Mozambique.…”

Section: Introductionmentioning

confidence: 99%

Medical Curricula on Intimate Partner Violence in Mozambique

Manuel¹,

Roelens²,

Tiago³

et al. 2020

Acta Med Port

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Introduction: The aim of the study described in this paper is to screen medical curricula in relation to the attention paid to intimate partner violence, by applying a framework derived from the international literature.Material and Methods: We screened curricula of five Mozambican medical schools based on a state-of-the-art intimate partner violence curriculum framework. The latter framework was based on a review of the literature.Results: Few medical schools of Mozambique could be identified addressing intimate partner violence in their curriculum. When tackled, intimate partner violence content is mostly dealt within the context of Obstetrics and Gynaecology, Community Health and Forensic Medicine rotations. Intimate partner violence contents are integrated as stand-alone modules in some specific subjects. In none of the schools, specific teachers teaching intimate partner violence could be identified. No time allocation was specified to address the topic; no teaching and learning strategies could be identified invoking awareness or supporting basic knowledge acquisition; additionally, hardly any information about related assessment methods was found. Only in one medical school was the subject part of the formal curriculum.Discussion: Intimate partner violence content is hardly and inconsistently addressed. The limited intimate partner violence content tracked in the Mozambican medical schools’ curricula, mainly addresses violence in general, for instance as identified in Orthopaedics or Surgery contexts and sexual violence in Obstetrics and Gynaecology. The inclusion of elements of intimate partner violence in the curriculum remains restricted, questioning the impact of medical education of future practitioners’ competencies.Conclusion: Critical changes are needed in medical curricula to match the current epidemiology of intimate partner violence in Mozambique.

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Training on prevention of violence against women in the medical curriculum at the University of Ibadan, Nigeria

Cited by 9 publications

References 8 publications

Preparing medical students to recognize and respond to gender based violence in Nigeria

Preparing medical students to recognize and respond to gender based violence in Nigeria

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

Medical Curricula on Intimate Partner Violence in Mozambique

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