Citation

Edwardsen EA, Morse DS, Frankel RM. Teach. Learn. Med. 2006; 18(1): 62-68.

Affiliation

Department of Emergency Medicine, University of Rochester School of Medicine and Dentistry, Rochester, New York, USA.

Copyright

(Copyright © 2006, Informa - Taylor and Francis Group)

DOI

10.1207/s15328015tlm1801_13

PMID

16354143

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.