Standardized Patients to Teach Medical Students about Intimate Partner Violence.Reportar como inadecuado




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Journal Title:

Western Journal of Emergency Medicine

Volume:

Volume 11, Number 5

Publisher:

UC Irvine Health School of Medicine. | 2010-12, Pages 500-505

Type of Work:

Article | Final Publisher PDF

Abstract: OBJECTIVE: To use 360-degree evaluations within an Observed Structured Clinical Examination OSCE to assess medical student comfort level and communication skills with intimate partner violence IPV patients. METHODS: We assessed a cohort of fourth year medical students' performance using an IPV standardized patient SP encounter in an OSCE. Blinded pre- and post-tests determined the students' knowledge and comfort level with core IPV assessment. Students, SPs and investigators completed a 360-degree evaluation that focused on each student's communication and competency skills. We computed frequencies, means and correlations. RESULTS: Forty-one students participated in the SP exercise during three separate evaluation periods. Results noted insignificant increase in students' comfort level pre-test 2.7 and post-test 2.9. Although 88% of students screened for IPV and 98% asked about the injury, only 39% asked about verbal abuse, 17% asked if the patient had a safety plan, and 13% communicated to the patient that IPV is illegal. Using Likert scoring on the competency and overall evaluation 1, very poor and 5, very good, the mean score for each evaluator was 4.1 competency and 3.7 overall. The correlations between trainee comfort level and the specific competencies of patient care, communication skill and professionalism were positive and significant p<0.05. CONCLUSION: Students felt somewhat comfortable caring for patients with IPV. OSCEs with SPs can be used to assess student competencies in caring for patients with IPV.

Subjects: Health Sciences, Medicine and Surgery - Health Sciences, General - Health Sciences, Rehabilitation and Therapy - Research Funding: This study was funded by the Emory University School of Medicine Innovation in Medical Education Grant.





Autor: Sheryl Heron, Dahlia M. Hassani, Debra Houry, Tammie Quest, Douglas Ander,

Fuente: https://open.library.emory.edu/



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