TY - JOUR
T1 - A Novel Intimate Partner Violence Curriculum for Internal Medicine Residents
T2 - Development, Implementation, and Evaluation
AU - Insetta, Emily R.
AU - Christmas, Colleen
N1 - Publisher Copyright:
© 2020 Insetta et al.
PY - 2020/5/27
Y1 - 2020/5/27
N2 - Introduction: Intimate partner violence (IPV) is a prevalent problem with profound health consequences. Research suggests that internal medicine (IM) residents are unprepared to screen for and address IPV. We designed a curriculum to improve IM residents' knowledge, attitudes, and practices in caring for IPV survivors. Methods: The curriculum was delivered to first-year IM residents from 2016 to 2017 at Johns Hopkins Bayview. Part 1 was 60 minutes long, with a video, evidence-based didactic teaching, and case-based discussion. Part 2 was 90 minutes long, with evidence-based didactic teaching, role-play of patient-provider conversations about IPV, and debriefing about strategies for discussing IPV. We evaluated knowledge, confidence, and self-reported behaviors pre- and postintervention using two-tailed paired t tests. Results: Thirty-two residents received IPV training. In comparing precurriculum (n = 29, 91% of total participants) and postcurriculum (n = 28, 88% of total participants) surveys, there was significant improvement in knowledge about IPV (p < .001). Postcurriculum, learners reported greater confidence in detecting IPV (p < .001), documenting IPV (p < .001), and referring to resources (p < .001). Participants reported increased comfort with managing difficult emotions about IPV in patients (p < .01) and themselves (p < .001) and increased comfort in discussing IPV with female (p < .001) and male (p < .001) patients. Postcurriculum, all respondents felt they were more skillful in discussing IPV and would be more likely to screen for IPV. Discussion: Our curriculum improved residents' knowledge, confidence, comfort, and preparedness in screening for and discussing IPV.
AB - Introduction: Intimate partner violence (IPV) is a prevalent problem with profound health consequences. Research suggests that internal medicine (IM) residents are unprepared to screen for and address IPV. We designed a curriculum to improve IM residents' knowledge, attitudes, and practices in caring for IPV survivors. Methods: The curriculum was delivered to first-year IM residents from 2016 to 2017 at Johns Hopkins Bayview. Part 1 was 60 minutes long, with a video, evidence-based didactic teaching, and case-based discussion. Part 2 was 90 minutes long, with evidence-based didactic teaching, role-play of patient-provider conversations about IPV, and debriefing about strategies for discussing IPV. We evaluated knowledge, confidence, and self-reported behaviors pre- and postintervention using two-tailed paired t tests. Results: Thirty-two residents received IPV training. In comparing precurriculum (n = 29, 91% of total participants) and postcurriculum (n = 28, 88% of total participants) surveys, there was significant improvement in knowledge about IPV (p < .001). Postcurriculum, learners reported greater confidence in detecting IPV (p < .001), documenting IPV (p < .001), and referring to resources (p < .001). Participants reported increased comfort with managing difficult emotions about IPV in patients (p < .01) and themselves (p < .001) and increased comfort in discussing IPV with female (p < .001) and male (p < .001) patients. Postcurriculum, all respondents felt they were more skillful in discussing IPV and would be more likely to screen for IPV. Discussion: Our curriculum improved residents' knowledge, confidence, comfort, and preparedness in screening for and discussing IPV.
KW - Clinical/Procedural Skills Training
KW - Curriculum Development
KW - IPV
KW - Internal Medicine
KW - Intimate Partner Violence
KW - Test Design/Psychometrics
KW - Trauma-Informed Care
KW - Women's Health
UR - http://www.scopus.com/inward/record.url?scp=85087894310&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85087894310&partnerID=8YFLogxK
U2 - 10.15766/mep_2374-8265.10905
DO - 10.15766/mep_2374-8265.10905
M3 - Article
C2 - 32656326
AN - SCOPUS:85087894310
SN - 2374-8265
VL - 16
SP - 10905
JO - MedEdPORTAL : the journal of teaching and learning resources
JF - MedEdPORTAL : the journal of teaching and learning resources
ER -