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  • Title: Practical recommendations for supporting medical students and faculty in learning about family violence.
    Author: Dickstein LJ.
    Journal: Acad Med; 1997 Jan; 72(1 Suppl):S105-9. PubMed ID: 9008592.
    Abstract:
    Family violence as a discipline of medical study and practice is now an integral component of medical education. Education about family violence should be spread among many courses and delivered by a variety of faculty throughout the four years of medical school. Medical faculty are just beginning to appreciate the complexities of teaching about family violence, in particular the issues involved in dealing with their own and their students' attitudes, feelings, and reactions to patients who have suffered from abuse. This article discusses the complex issues that need to be considered in preparing medical students and a broad range of medical faculty to teach and practice effectively in this area, and offers practical recommendations for approaching this complex issue. It notes the need for support services for both faculty and students, ranging from treatment for ongoing individual issues to an institutional plan or protocol for dealing with potential crises. Family violence is an integral component of medical education and material on this topic should be spread among many courses throughout the 4 years of medical school. Medical faculty in the US are just beginning to recognize the complexities of teaching about family violence and the need for medical students to deal effectively with their own attitudes, feelings, and reactions toward abuse victims. Without adequate preparation and supervision, the stress of caring for abused patients can lead to countertransference, compassion fatigue, burnout, denial, and projection. Students with a personal background of exposure to family violence are especially in need of support. This paper presents 10 recommendations for family violence curriculum developers: 1) provide orientation to difficult issues in medicine, including physician impairment; 2) expose students to community and clinical experiences; 3) observe students interviewing abuse survivors; 4) legitimize all personal reactions to work in this area; 5) make available personal support, consultation, and treatment; 6) develop faculty discussion and support groups; 7) communicate a sense of urgency about the importance of family violence education; 8) provide a multimedia resource library for faculty and student use; 9) promote student and faculty scholars through attendance at local and national conferences; and 10) include family violence questions on board examinations.
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