@article{ref1,
title="Structured practice opportunities with a mnemonic affect medical student interviewing skills for intimate partner violence",
journal="Teaching and learning in medicine",
year="2006",
author="Edwardsen, Elizabeth A. and Morse, Diane S. and Frankel, Richard M.",
volume="18",
number="1",
pages="62-68",
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.",
language="",
issn="1040-1334",
doi="10.1207/s15328015tlm1801_13",
url="http://dx.doi.org/10.1207/s15328015tlm1801_13"
}