A Systematic Review of the Effectiveness of Interventions Designed to Teach U.S. Medical Students to Address Interpersonal Violence across the Life Course

Interpersonal violence (IV) is a leading cause of morbidity, disability, adverse mental health conditions, and mortality. Without additional training, physicians are likely to limit their attention to the presenting trauma without recognizing or addressing potential long-term effects. A systematic r...

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Bibliographic Details
Published in:Journal of health care for the poor and underserved 2020-11, Vol.31 (5), p.43-67
Main Authors: Juarez, Paul D, Ramesh, Aramandla, Cooper, R. Lyle, Tabatabai, Mohammad, Arcury, Thomas A, Shinn, Marybeth, Paul, Michael, Matthews-Juarez, Patricia
Format: Article
Language:English
Subjects:
Adult abuse & neglect
Adults
Aggression
Boolean
Child abuse & neglect
Children & youth
Curricula
Disability
Domestic violence
Farmworkers
Gangs
Life course
Literature reviews
Long term
Long-term effects
Medical education
Medical referrals
Medical research
Medical students
Medicine
Mental disorders
Mental health
Morbidity
Older people
Physicians
Professional associations
Professions
Public health
Public speaking
Rape
Schools
Sex crimes
Student attitudes
Students
Systematic review
Teaching
Trauma
Violence
Violent crime
Work skills
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Summary:Interpersonal violence (IV) is a leading cause of morbidity, disability, adverse mental health conditions, and mortality. Without additional training, physicians are likely to limit their attention to the presenting trauma without recognizing or addressing potential long-term effects. A systematic review of the literature was conducted using PRISMA guidelines to identify original studies that focused on how medical students are taught to address IV across the life course. Twenty-nine (29) articles were identified that sought to teach medical students how to respond to IV at different stages of the patient's life course. Research findings suggest that teaching medical students about IV can have a positive impact on their knowledge, attitudes, and skills. Despite the near universal support by medical and professional associations to address it, the evidence base for how to address IV effectively in the medical curriculum is still lacking.
ISSN:1049-2089
1548-6869
1548-6869
DOI:10.1353/hpu.2020.0137