M K Hendricks-Matthews1. 1. Department of Preventive Medicine and Community Health, Virginia Commonwealth University Medical College of Virginia School of Medicine, Richmond, USA.
Abstract
PURPOSE: To examine the status (as of 1995) of family violence curricula at Virginia's three medical schools and their affiliated residencies. METHOD: Questionnaires were sent in the fall of 1995 to the deans of undergraduate medical education at the three schools and the directors of the 69 fully accredited residencies at the university medical center. The questionnaires inquired about the presence of particular family-violence topics in the curricula (battered women, child abuse, elder abuse) and whether teaching about family violence was required or elective. In addition, the medical schools' departments were asked to identify faculty who were experts in the area of family violence. RESULTS: All three schools responded about undergraduate education, showing considerable variability among departments concerning whether instruction was required or elective and what instructional methods were used. A total of 48 (70%) of the 69 residencies responded. Twenty-six (54%) indicated that they had at least some curriculum content related to particular family-violence topics: child abuse, 20 (42%); battered women, 13 (27%); and elder abuse, nine (19%). A total of 27 faculty with expertise in family violence were identified, and 16 were experts in identifying and treating injuries related to family violence. No expert was identified in such areas as mental health sequelae or violence prevention. CONCLUSION: The results allowed for the development of recommendations regarding medical education about family violence in Virginia, including the formal integration of family-violence curricula into medical school and internship and residency programs, and the coordination of disciplines within Virginia in family-violence prevention.
PURPOSE: To examine the status (as of 1995) of family violence curricula at Virginia's three medical schools and their affiliated residencies. METHOD: Questionnaires were sent in the fall of 1995 to the deans of undergraduate medical education at the three schools and the directors of the 69 fully accredited residencies at the university medical center. The questionnaires inquired about the presence of particular family-violence topics in the curricula (battered women, child abuse, elder abuse) and whether teaching about family violence was required or elective. In addition, the medical schools' departments were asked to identify faculty who were experts in the area of family violence. RESULTS: All three schools responded about undergraduate education, showing considerable variability among departments concerning whether instruction was required or elective and what instructional methods were used. A total of 48 (70%) of the 69 residencies responded. Twenty-six (54%) indicated that they had at least some curriculum content related to particular family-violence topics: child abuse, 20 (42%); battered women, 13 (27%); and elder abuse, nine (19%). A total of 27 faculty with expertise in family violence were identified, and 16 were experts in identifying and treating injuries related to family violence. No expert was identified in such areas as mental health sequelae or violence prevention. CONCLUSION: The results allowed for the development of recommendations regarding medical education about family violence in Virginia, including the formal integration of family-violence curricula into medical school and internship and residency programs, and the coordination of disciplines within Virginia in family-violence prevention.