Developing Medical Student Competence in Intimate Partner Violence: a National Priority

Gaps in Medical Students' Competencies to Deal With Intimate Partner Violence in Key Mozambican Medical Schools

“…This seems aligned with the literature stressing IPV contents should be introduced in preclinical years but developed fully throughout clinical years. However, our findings reinforce the view that few medical schools seem to address IPV consistently (30, 43, 45, 60). Perceived mastery is—even in 6th-year students—not on a par with the 80% benchmark, suggesting this consistent and continuous focus on IPV in the curriculum is lacking.…”

Eliciting and responding to patient histories of abuse and trauma: challenges for medical education

“…Trauma‐informed health care is an invaluable concept which we propose should extend to trauma‐informed medical education 15 . Although the arguments for trauma‐informed medical education are compelling, new lines of educational research will be needed to guide curriculum design and build on the small body of work already available 3 , 4 , 11 , 12 , 16 . It is likely that if doctors of all kinds have the knowledge, skills and attitudes to deal competently with abuse and trauma, we can expect improvements in patient care and health service costs, and in the health and wellbeing of medical practitioners.…”

“…Although there are several studies that describe training interventions for specific forms of trauma, 3 , 11 , 12 there is little in the literature on current practices in medical education, either in Australia or elsewhere. The diversity in general structure, content and methods of medical curricula as outlined by the Australian Medical Council (AMC) probably extends to trauma‐relevant components 13 .…”