Domestic violence.
The authors point to the need fro an educational strategy that includes emphasis on the faculty-resident interface which utilizes both traditional and nontraditional integrated formats in order to successfully train residents in the identification and treatment of domestic violence.
Abstract
In this paper, the authors outline their experience in incorporating a curriculum on domestic violence into an urban family practice residency program. Based on the concept that in order to successfully develop such a curriculum, it is necessary to address the "culture of the organization," joint educational strategies that include resident education as well as faculty development were considered. A research question was designed to inquire as to the difference in the level of knowledge about domestic violence in family practice faculty as compared to residents prior to the introduction of educational strategies. The authors describe curriculum goals and objectives and outline specific teaching methods as well as the evaluation instrument utilized in the study to measure actual difference in knowledge between faculty and residents about domestic violence with a focus specifically on spousal abuse. Their conclusions point to the need fro an educational strategy that includes emphasis on the faculty-resident interface which utilizes both traditional and nontraditional integrated formats in order to successfully train residents in the identification and treatment of domestic violence.