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Peer reviewedCoonrod, Dean V.; Bay, R. Curtis; Rowley, Beverley D.; Del Mar, Nancy B.; Gabriele, Laura; Tessman, Terrie D.; Chambliss, Linda R. – Academic Medicine, 2000
Medical residents were randomly assigned to either a 20-minute session on the importance of screening for domestic violence or to an unrelated topic. Subsequently, 71 percent of the trained residents diagnosed at least one case of domestic violence compared to 52 percent of residents in the control group. Rates of diagnosis also differed by…
Descriptors: Clinical Diagnosis, Family Violence, Graduate Medical Education, Higher Education
Peer reviewedAlpert, Elaine J.; And Others – Academic Medicine, 1997
By graduation, all medical students should be able to demonstrate appropriate attitudes, core knowledge, and basic skills in assessment and intervention with patients at risk from or experiencing violence. Postgraduate medical training should prepare physicians with specialized knowledge and skills, and faculty development for medical school…
Descriptors: Clinical Diagnosis, Curriculum Design, Educational Needs, Educational Objectives
Peer reviewedMagrane, Diane; Ephgrave, Kimberly; Jacobs, Michael; Rusch, Roberta – Academic Medicine, 2000
Describes three approaches to designing and implementing women's health curricula: (1) adding courses to existing curricula; (2) delegating parts of the curriculum to existing courses; and (3) creating new interdisciplinary curricula. Discusses how each might be applied to the topic of domestic violence. Emphasizes the importance of collaborative…
Descriptors: Course Content, Curriculum Development, Females, Gender Issues
