Moskovic Cindy S, Guiton Gretchen, Chirra Annapoorna, Núñez Ana E, Bigby Judyann, Stahl Christiane, Robertson Candace, Thul Elizabeth C, Miller Elizabeth, Sims Abigail, Sachs Carolyn J, Pregler Janet P
Iris Cantor-UCLA Women's Health Center and the Division of General Internal Medicine and Health Services Research, David Geffen School of Medicine at the University of California, Los Angeles, Los Angeles, CA, USA.
J Gen Intern Med. 2008 Jul;23(7):1043-7. doi: 10.1007/s11606-008-0624-y.
Physicians are generally poorly trained to recognize, treat or refer adolescents at risk for intimate partner violence (IPV). Participation in community programs may improve medical students' knowledge, skills, and attitudes about IPV prevention.
To determine whether the experience of serving as educators in a community-based adolescent IPV prevention program improves medical students' knowledge, skills, and attitudes toward victims of IPV, beyond that of didactic training.
One hundred and seventeen students attending 4 medical schools.
Students were randomly assigned to didactic training in adolescent IPV prevention with or without participation as educators in a community-based adolescent IPV prevention program. Students assigned to didactic training alone served as community educators after the study was completed.
Knowledge, self-assessment of skills and attitudes about intimate partner violence and future plans to pursue outreach work.
The baseline mean knowledge score of 10.25 improved to 21.64 after didactic training (p </= .001). Medical students in the "didactic plus outreach" group demonstrated higher levels of confidence in their ability to address issues of intimate partner violence, (mean = 41.91) than did students in the "didactic only" group (mean = 38.94) after controlling for initial levels of confidence (p </= .002).
Experience as educators in a community-based program to prevent adolescent IPV improved medical students' confidence and attitudes in recognizing and taking action in situations of adolescent IPV, whereas participation in didactic training alone significantly improved students' knowledge.
医生在识别、治疗或转诊有亲密伴侣暴力（IPV）风险的青少年方面通常训练不足。参与社区项目可能会提高医学生对IPV预防的知识、技能和态度。
确定在以社区为基础的青少年IPV预防项目中担任教育工作者的经历是否能提高医学生对IPV受害者的知识、技能和态度，超越单纯的理论培训。
来自4所医学院的117名学生。
学生被随机分配接受青少年IPV预防的理论培训，其中一组参与以社区为基础的青少年IPV预防项目担任教育工作者，另一组不参与。仅接受理论培训的学生在研究完成后担任社区教育工作者。
关于亲密伴侣暴力的知识、技能自我评估和态度，以及未来开展外展工作的计划。
理论培训后，基线平均知识得分从10.25提高到21.64（p≤.001）。在控制初始信心水平后，“理论加外展”组的医学生在处理亲密伴侣暴力问题上的信心水平（平均=41.91）高于“仅理论”组的学生（平均=38.94）（p≤.002）。
在以社区为基础的预防青少年IPV项目中担任教育工作者的经历提高了医学生在识别青少年IPV情况并采取行动方面的信心和态度，而仅参与理论培训显著提高了学生的知识。
