Washington University School of Medicine, St. Louis, MO, United States.
Washington University School of Medicine, St. Louis, MO, United States.
Am J Surg. 2021 Feb;221(2):376-380. doi: 10.1016/j.amjsurg.2020.11.037. Epub 2020 Nov 19.
One in three women in the US experience intimate partner violence (IPV) in their lifetime. There are minimal opportunities for medical students to learn about responding to IPV.
Students participated in a learning intervention about recognizing and addressing IPV, followed by a standardized patient session. Students filled out a seven-question survey before and after the session, which assessed comfort addressing IPV, discussing resources, and practicing trauma-informed care. Responses were compared using the Mann-Whitney U test.
Sixteen medical students participated, response rate of 100%. The median score for comfort recognizing signs of IPV increased from 2 to 3 (p < 0.01); for asking patients about IPV, from 1 to 3.5 (p < 0.01); in knowledge of IPV resources, from 1 to 3 (p < 0.01); in preparedness to practice trauma informed care, from 2 to 3.5 (ns). Comfort addressing IPV improved from 1 to 3 (p < 0.01).
After the session, student preparedness and comfort addressing IPV increased. The learning intervention addressed information not in standard medical curricula. This module can be easily adapted to any medical school curricula.
美国每三名女性中就有一名在其一生中经历过亲密伴侣暴力（IPV）。医学生很少有机会学习如何应对 IPV。
学生参加了一项关于识别和处理 IPV 的学习干预措施，随后进行了标准化患者就诊。学生在就诊前后填写了一份包含七个问题的调查问卷，评估他们在处理 IPV、讨论资源和实践创伤知情护理方面的舒适度。使用曼-惠特尼 U 检验比较反应。
共有 16 名医学生参与，应答率为 100%。识别 IPV 迹象的舒适度中位数从 2 分增加到 3 分（p<0.01）；询问患者关于 IPV 的问题，从 1 分增加到 3.5 分（p<0.01）；对 IPV 资源的了解，从 1 分增加到 3 分（p<0.01）；准备实践创伤知情护理的意愿，从 2 分增加到 3.5 分（无统计学意义）。处理 IPV 的舒适度从 1 分提高到 3 分（p<0.01）。
就诊后，学生准备和处理 IPV 的能力有所提高。学习干预措施涉及标准医学课程中没有的信息。这个模块可以很容易地适应任何医学院校的课程。
