Yücel Gürsel

A Domestic Violence Course For Medical Students: A Study on Its Effectiveness

International health institutions emphasize the necessity of including the topic of domestic violence which is accepted as a health problem worldwide, into the training of physicians. The fact that physicians should diagnose domestic violence victims who over the years were either neglected or overlooked is also mentioned. The present study aims to measure the effectiveness of the interactive domestic violence course given to Dokuz Eylul University Faculty of Medicine (DEUFM) Year V students, with tests implemented before and after the course. The same students were given the same test during Year VI (internship). The students’ average knowledge scores were found respectively as follows: pretest 78.66 ± 10.54, second test 94.13 ± 3.95 and third test 89.65 ± 7.48. There was a statistically significant difference between tests’ average scores. It was observed that, after the course, 4 out of 19 students (21.1%) changed their answers from “no” to “yes” for the question “Have you ever been a victim of physical domestic violence?” A statistically significant difference was found between pre-course answers and the after course answers given to this question. This study showed that the course on domestic violence increased students’ knowledge level and awareness on this issue. Considering that average knowledge level will decrease over time and aiming to improve future physicians’ approach to domestic violence cases, addition of other interactive educational methods to Year V’s course program and proposal of an advanced training session to Year VI’s curriculum are being planned.

Computer-based performance assessment in an undergraduate clinical clerkship.

demonstrate culturally sensitive communication skills. The steps for learning the skill include: a 1-hour discussion session on culturally sensitive communication; a role-play demonstration by two faculty members during which each student can refer to a checklist of performance steps, and a subsequent opportunity for students to practise communication skills in pairs. Groups of 15 Year 1 students accompanied by two faculty members also attend a field site once a week for 7–8 weeks, from which they carry out household visits. These visits provide opportunities for students to use their skills and for instructors to observe and evaluate students using the performance checklist. Evaluation of results and impact To date, the new CHN curriculum has been implemented for students in Years 1 and 4. The curriculum for Years 2 and 3 will be added this year (2009). Data collected in focus groups with faculty members (n = 3) show that the learning and assessment tools are helpful, but that the new curriculum has increased faculty workload and challenges faculty to ascertain that each student is given the opportunity to perform skills in the field on real clients. Data from student focus groups (n = 20) show that students feel confident in conducting household visits and interviews with families because they are clear about the important steps. Whether this increased comfort, knowledge and skills level will fulfil the ultimate goal of increasing the number of competent nurses who choose to enter communitybased nursing will be determined in the next few years.