Citation

Alpert EJ, Sege RD, Bradshaw YS. Acad. Med. 1997; 72(1 Suppl): S41-50.

Affiliation

Boston University School of Medicine, MA 02118, USA. ealpert@bu.edu

Copyright

(Copyright © 1997, Association of American Medical Colleges, Publisher Lippincott Williams and Wilkins)

DOI

unavailable

PMID

9008586

Abstract

Physicians in every field of practice can expect to be called upon to care for patients whose lives have been affected by interpersonal violence. Although the medical profession has begun to acknowledge the appropriate role of physicians in screening, diagnosis, and treatment of interpersonal violence, these areas have not been fully addressed in the curricula of most medical schools. Competencies in the understanding of violence and its treatment are proposed for medical students, residents, and practicing physicians. By the time of graduation, all medical students should be able to demonstrate appropriate attitudes, core knowledge, and basic skills in assessment and intervention of patients at risk from or experiencing violence. During postgraduate training, residents should amass specialized knowledge and skill concerning the spectrum of injuries and illnesses they may encounter in clinical practice. Faculty development efforts should address the advancement of faculty who are well trained in a scholarly approach to teaching and research in this field. This paper describes methods by which educational efforts in interpersonal violence can be introduced into medical education. Proposed goals and objectives for curriculum development in schools of medicine, along with an implementation plan, are offered.

Language: en