Elizabeth A Edwardsen1, Diane S Morse, Richard M Frankel. 1. Department of Emergency Medicine, University of Rochester School of Medicine and Dentistry, Rochester, New York 14642, USA. Elizabeth_Edwardsen@urmc.rochester.edu
Abstract
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.
RCT Entities:
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.
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