Dentists are likely to treat patients who have experienced a wide range of traumatic life events, including child abuse and neglect, domestic violence, sexual assault, elder abuse, and exposure to combat. In order to effectively treat survivors of traumatic events, dentists must understand how these patients may present in oral health settings, the basic mandated reporting requirements related to abuse and neglect, and communication strategies to help engage trauma survivors in dental treatment. A traditional lecture-format educational module on trauma-informed care was developed and implemented for second-year dental students (N=92) at one U.S. dental school, after which a needs assessment was performed (all 92 students participated). This assessment then informed development of an enhanced module for the subsequent group of second-year dental students (N=102) at the same school. The revised (final) module was more interactive in nature, expanded to multiple sessions, and included more discussion of mandated reporting and appropriate dentist-patient communication in relation to traumatic events. All 102 students participated in assessments of the revised module. Comparison of pre and post tests and needs assessments between the initial and final modules indicated that the extended, more interactive final module was more effective in meeting the educational objectives. Results showed that the final module increased the students' knowledge in the health-related manifestations of traumatic events and slightly improved their confidence levels in treating survivors of trauma. Dentists who are prepared to deliver trauma-informed care may help individual patients feel more at ease and increase engagement in regular preventive care. Suggestions for future educational efforts in this area are discussed.

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Teaching dental students to interact with survivors of traumatic events: development of a two-day module.

Aims.High numbers of psychiatric service users experience domestic violence, yet limited interventions exist for these victims. We piloted a domestic violence intervention for community mental health services to explore the feasibility of a future cluster randomized controlled trial.Methods.Quasi-experimental controlled design within five Community Mental Health Teams (three intervention and two control teams). The intervention comprised domestic violence training for clinicians' and referral to domestic violence advocacy for service users. Clinicians' (n = 29) domestic violence knowledge, attitudes and behaviours were assessed before and 6 months post-training. Service users' (n = 34) safety behaviours, unmet needs, quality of life and frequency/severity of abuse were examined at baseline and 3 months follow-up. Process evaluation data were also collected.Results.Clinicians receiving the intervention reported significant improvements in domestic violence knowledge, attitudes and behaviours at follow-up (p < 0.05). Service users receiving the intervention reported significant reductions in violence (p < 0.001) and unmet needs at follow-up (p < 0.05).Conclusions.Interventions comprising domestic violence training for clinicians and referral to domestic violence advocacy may improve responses of psychiatric services. Low rates of identification among teams not receiving training suggest that future trials using service user outcomes are unlikely to be feasible. Therefore, other methods of evaluation are needed.

/pdf/linking-abuse-and-recovery-through-advocacy-an-observational-4lm2or3f8d.pdf

Linking abuse and recovery through advocacy: an observational study.

Paramedic Students' Knowledge, Attitudes, and Preparedness to Manage Intimate Partner Violence Patients.

https://www.dental.theclinics.com/article/S0011-8532(13)00004-9/pdf

Violence and abuse: core competencies for identification and access to care.

The first € price and the £ and $ price are net prices, subject to local VAT. Prices indicated with * include VAT for books; the €(D) includes 7% for Germany, the €(A) includes 10% for Austria. Prices indicated with ** include VAT for electronic products; 19% for Germany, 20% for Austria. All prices exclusive of carriage charges. Prices and other details are subject to change without notice. All errors and omissions excepted. K.L. Eckstrand, J.E. Potter (Eds.) Trauma, Resilience, and Health Promotion in LGBT Patients

Trauma, Resilience, and Health Promotion in LGBT Patients

Our study documents the shortage of intimate partner violence (IPV) content exposure within one dental school curriculum, with an eye toward utilizing this information to revise an existing comprehensive family violence curriculum that will be fully integrated into required university coursework to improve competence and help overcome knowledge gaps. IPV is defined by the Centers for Disease Control and Prevention as physical and sexual violence, threats of physical and sexual violence, or psychological/emotional abuse including coercive tactics that adults or adolescents use against current or former intimate partners. We report on the results of a four-part (background, IPV knowledge, opinions, and personal experience), sixty-seven-item validated survey instrument used to measure knowledge, attitudes, beliefs, and self-reported behaviors among dental students preparing to become health care professionals working in the field. Survey responses from the nearly 80 percent of fourth-year dental students who completed the survey were examined within the context of students' actual IPV knowledge, as well as opinions and attitudes that could directly or indirectly influence patients. Our findings indicate that a sizeable number of students received no IPV training prior to or during dental school, leading to perceptions that they lack knowledge about IPV and are not well prepared to address IPV with patients. A notable percentage of students (20 percent) also reported personal experience with IPV.

Dental students and intimate partner violence: measuring knowledge and experience to institute curricular change.

OBJECTIVES: Previous studies examined the prevalence and efficacy of intimate partner violence (IPV) education in medical school. We documented IPV content exposure shortage in medical school curriculum at a southern university health science center and measured personal IPV experience among medical students. METHODS: Responses were gathered from a 67-item survey adapted from the Physician Readiness to Manage Intimate Partner Violence Survey. Our survey measured IPV knowledge and attitudes, along with sufficiency of IPV education that students received before and during medical school. Three summary scales were created to examine students' perceived preparedness to deal with IPV survivors and their perceived and actual knowledge about IPV. RESULTS: Across summary scales, differences were higher but not significant between medical students who received IPV education either before or during medical school and those with no IPV education. Of all of the medical students surveyed, 28.7% (n = 33) had experienced some type of domestic violence including IPV. Gaps in knowledge also were identified. CONCLUSIONS: Student IPV experience (whether directly by way of personal exposure to IPV or indirectly through family members or acquaintances who were victims of IPV) can be applicable in classrooms, clinics, and students' careers, but it may not necessarily increase perceived or actual IPV knowledge; however, our results show that any IPV education that students receive can be effective in increasing confidence and perceived preparedness to address IPV with patients. Comprehensive approaches to teaching IPV should be integrated fully into medical school curricula. Language: en

Intimate partner violence education for medical students: toward a comprehensive curriculum revision.

Intimate partner violence (IPV) is a highly prevalent problem detected frequently in the social work field, and also extends to the personal lives of social workers and students, with compelling evidence that professionals and students are often victims of IPV. However, students continue to lack substantive knowledge of IPV. This article addresses the need for increased IPV education and training for social work students and professionals by measuring IPV education, knowledge, and attitudes among students, while also examining the incidence of student personal experience with IPV and exploring the role this experience plays in identifying and safely intervening in IPV situations.

Megan S. Banet

Papers

Dental students and intimate partner violence: measuring knowledge and experience to institute curricular change.

Intimate partner violence education for medical students: toward a comprehensive curriculum revision.

Overcoming Barriers in Intimate Partner Violence Education and Training of Graduate Social Work Students