Difficult conversations: Navigating intimate partner violence with standardized patients

Parameswaran, Priyanka; Moffa, Jamie; Kim, Dongyeon J.; Andrade, Erin G.; Punch, L

doi:10.1016/j.amjsurg.2020.11.037

Cited by 2 publications

(4 citation statements)

References 12 publications

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“…51 Our final analysis included 55 studies. 52–106 The list of included studies is available in Supplemental Digital Appendix 2 at http://links.lww.com/ACADMED/B351.…”

Section: Resultsmentioning

confidence: 99%

“…Within medicine, 4 specialties were represented in the studies: 5 (9.1%) in pediatrics, 61,64,67,93,94 3 (5.5%) in internal medicine, 73,76,95 1 (1.8%) in emergency medicine, 59 and 1 (1.8%) in obstetrics and gynecology. 97 Workshops focused on clinicians in a range of career stages: 9 (16.4%) on medical students, 55,62,68,72,86,88,89,96,98 8 (14.5%) on resident physicians, 59,64,67,76,93–95,97 and 2 (3.6%) on attending physicians. 61,73 Some studies focused on the experiences of a certain patient population; we identified 10 (18.2%) on adverse childhood experiences, 53,61,64,66,78,81,89,91,94,99 6 (10.9%) on intimate partner violence, 57,59,76,85,88,96 5 (9.1%) on pregnancy, 57,60,80,93,97 2 (3.6%) on substance use disorders, 83,93 2 (3.6%) on human trafficking, 71,98 2 (3.6%) on refugees, 63,70 and 1 (1.8%) on people living with HIV.…”

Section: Resultsmentioning

confidence: 99%

“…97 Workshops focused on clinicians in a range of career stages: 9 (16.4%) on medical students, 55,62,68,72,86,88,89,96,98 8 (14.5%) on resident physicians, 59,64,67,76,[93][94][95]97 and 2 (3.6%) on attending physicians. 61,73 Some studies focused on the experiences of a certain patient population; we identified 10 (18.2%) on adverse childhood experiences, 53,61,64,66,78,81,89,91,94,99 6 (10.9%) on intimate partner violence, 57,59,76,85,88,96 5 (9.1%) on pregnancy, 57,60,80,93,97 2 (3.6%) on substance use disorders, 83,93 2 (3.6%) on human trafficking, 71,98 2 (3.6%) on refugees, 63,70 and 1 (1.8%) on people living with HIV. 101 Table 2 includes the learning objectives of the studies included in this review, the most frequent of which were cultivating skills in screening for trauma and responding to subsequent disclosures (41 [74.5%]), defining trauma (34 [61.8%]), and understanding the impact of trauma on health (33 [60.0%]).…”

Section: Study Characteristicsmentioning

confidence: 99%

“…Confidence in trauma-informed care skills 38 (74.5) [52][53][54][55][57][58][59][60][61][62][64][65][66][67][68][70][71][72][74][75][76][77]81,83,84,87,88,90,[92][93][94]96,97,[99][100][101]103,105 Training content knowledge assessment 25 (49.0) 53,55,58,[60][61][62][63][64][65]71,75,78,80,83,85,86,…”

Section: Survey Item No (%) Of Studies Referencesmentioning

confidence: 99%

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Trauma-Informed Care Curricula for the Health Professions: A Scoping Review of Best Practices for Design, Implementation, and Evaluation

et al. 2022

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Purpose Trauma-exposed persons often experience difficulties accessing medical care, remaining engaged in treatment plans, and feeling psychologically safe when receiving care. Trauma-informed care (TIC) is an established framework for health care professionals, but best practices for TIC education remain unclear. To remedy this, the authors conducted a multidisciplinary scoping literature review to discern best practices for the design, implementation, and evaluation of TIC curricula for health care professionals. Method The research team searched Ovid MEDLINE, Cochrane Library, Elsevier’s Scopus, Elsevier’s Embase, Web of Science, and the PTSDpubs database from the database inception date until May 14, 2021. Worldwide English language studies on previously implemented TIC curricula for trainees or professionals in health care were included in this review. Results Fifty-five studies met the inclusion criteria, with medicine being the most common discipline represented. The most prevalent learning objectives were cultivating skills in screening for trauma and responding to subsequent disclosures (41 studies [74.5%]), defining trauma (34 studies [61.8%]), and understanding trauma’s impact on health (33 studies [60.0%]). Fifty-one of the studies included curricular evaluations, with the most common survey items being confidence in TIC skills (38 studies [74.5%]), training content knowledge assessment (25 studies [49.0%]), participant demographic characteristics (21 studies [41.2%]), and attitudes regarding the importance of TIC (19 studies [37.3%]). Conclusions Future curricula should be rooted in cultural humility and an understanding of the impacts of marginalization and oppression on individual and collective experiences of trauma. Moreover, curricula are needed for clinicians in more diverse specialties and across different cadres of care teams. Additional considerations include mandated reporting, medical record documentation, and vicarious trauma experienced by health care professionals.

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“…51 Our final analysis included 55 studies. 52–106 The list of included studies is available in Supplemental Digital Appendix 2 at http://links.lww.com/ACADMED/B351.…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Study Characteristicsmentioning

confidence: 99%

Section: Survey Item No (%) Of Studies Referencesmentioning

confidence: 99%

See 2 more Smart Citations

Trauma-Informed Care Curricula for the Health Professions: A Scoping Review of Best Practices for Design, Implementation, and Evaluation

et al. 2022

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A Scoping Review on the Use of Experiential Learning in Professional Education on Intimate Partner Violence

et al. 2023

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Purpose Intimate partner violence (IPV) involves any form of emotional, physical, and sexual abuse including controlling behaviors by an intimate partner. Front line service workers such as social workers, nurses, lawyers, and physicians are often the first professionals to come into contact with individuals experiencing IPV but are often inadequately prepared to respond appropriately as IPV education is highly variable. Experiential learning (EL), also known as learning by doing, has gained much attention from educators; however, the extent and type of EL strategies used to teach IPV competencies has not yet been explored. Our aim was to extract what is known from the literature about the use of EL strategies to teach IPV competencies to front line service providers. Methods We conducted a search from May 2021 through November 2021. Reviewers independently screened citations in duplicate using pre-determined eligibility criteria. Data collected included study demographics (publication year, country, etc.), study participants, and information about the IPV EL. Results Of 5216 identified studies, 61 were included. Medicine and nursing represented the majority of learners in the included literature. Graduate students were the targeted learners in 48% of articles. Low fidelity EL was used most frequently in 48% of the articles; and role play was the EL mode most frequently utilized (39%) overall. Conclusions This scoping review provides a comprehensive overview of the limited literature on how EL is used to teach IPV competencies and identifies significant gaps related to the lack of intersectional analysis within educational interventions. Supplementary Information The online version contains supplementary material available at 10.1007/s10896-023-00552-4.

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Difficult conversations: Navigating intimate partner violence with standardized patients

Cited by 2 publications

References 12 publications

Trauma-Informed Care Curricula for the Health Professions: A Scoping Review of Best Practices for Design, Implementation, and Evaluation

Trauma-Informed Care Curricula for the Health Professions: A Scoping Review of Best Practices for Design, Implementation, and Evaluation

A Scoping Review on the Use of Experiential Learning in Professional Education on Intimate Partner Violence

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