Structured practice opportunities with a mnemonic affect medical student interviewing skills for intimate partner violence.
BACKGROUND
Low rates of partner violence inquiry and detection are reported in the medical setting.


OBJECTIVE
To determine if a teaching module with a mnemonic improves interviewing skills.


METHODS
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.
Edwardsen
Elizabeth A
EA
Department of Emergency Medicine, University of Rochester School of Medicine and Dentistry, Rochester, New York 14642, USA. Elizabeth_Edwardsen@urmc.rochester.edu
Morse
Diane S
DS
Frankel
Richard M
RM
D000004:Abbreviations as Topic; D003142:Communication; D006801:Humans; D007407:Interviews as Topic / Q000379:methods*; D008487:Medical History Taking / Q000379:methods*; D011939:Mental Recall; D016544:Patient Simulation; D010817:Physician-Patient Relations; D015397:Program Evaluation; D011446:Prospective Studies; D013179:Spouse Abuse / Q000175:diagnosis* / Q000523:psychology; D013337:Students, Medical; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*