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Structured practice opportunities with a mnemonic affect medical student interviewing skills for intimate partner violence.

Edwardsen EA, Morse DS, Frankel RM

Department of Emergency Medicine, University of Rochester School of Medicine and Dentistry, Rochester, New York 14642, USA. Elizabeth_Edwardsen@urmc.rochester.edu

BACKGROUND: Low rates of partner violence inquiry and detection are reported in the medical setting. Purpose: To determine if a teaching module with a mnemonic improves interviewing skills. METHOD: Prospective randomized trial. A total of 43 medical students were assigned to either the intervention group (teaching module with guided discussion and practice highlighting use of a mnemonic) or the control group (general discussion and provision of the mnemonic at the end of the session). These students subsequently interviewed simulated patients. RESULTS: A total of 75% of the intervention group and 62% of the control group reported the mnemonic was helpful. A total of 68% of the intervention group and 45% of the control group asked a direct question about partner violence. Students who obtained a history of abuse consistently asked direct, nonjudgmental question(s). CONCLUSIONS: Students learn to perform desired interviewing skills more frequently when they have the benefit of guided discussion, practice, and memory aids.

Published 15 December 2005 in Teach Learn Med, 18(1): 62-8.
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