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Medical student knowledge, understanding and self-perceived readiness to address intimate partner violence: A survey study.

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Title: Medical student knowledge, understanding and self-perceived readiness to address intimate partner violence: A survey study.
Authors: Sharma, D.1 divyansh.sharma@unsw.edu.au, Mayer, D.1, Cullen, P.2, Hamad, N.3, Hallen, L.1, Torda, A.1,3, Henry, A.3,4
Source: Focus on Health Professional Education (2204-7662). 2026, Vol. 27 Issue 2, p201-227. 27p.
Subject Terms: *Medical students, *Medical education, *Medical personnel training, *Medical school curriculum, *Health education, Self-efficacy, Cross-sectional method, Intimate partner violence
Abstract: Introduction: Intimate partner violence (IPV) is a significant health issue but remains heavily underrepresented in medical school curricula. This project investigated knowledge and self-perceived readiness to manage IPV/disclosures among medical students in an Australian undergraduate medical program. Methods: First-, fourth- and sixth- (final) year medical students completed an anonymous online survey based on the modified Physician Readiness to Manage Intimate Partner Violence Survey assessing the actual knowledge (AK), self-perceived knowledge (SPK) and perceived preparedness (PP) domains, with free-text responses available. Groups (year, gender, entry pathway, clinical campus, IPV lived experience) were compared using t-test/ANOVA and multiple regression models across domains. Free-text responses were amalgamated and analysed thematically. Results: Of 206 respondents (111 first/30 fourth/65 sixth year), most were female (68%) and reported no prior IPV training (63%). International students (30%) and IPV lived experience (13%) were represented. From Year 1 to 6, AK increased significantly (p ≤ 0.001). Similar trends were found for SPK and PP, although most students still felt "minimally" to "slightly" prepared. Clinical campus and age did not predict any domain. International students had slightly lower AK (p ≤ 0.001). Those with lived experience had higher SPK (p = 0.005) but not AK or PP. Regression model findings were largely consistent with univariate analyses. Free-text responses indicated that students felt more teaching was needed and advocated for practical teaching modalities, such as clinical workshopping. Conclusion: Although IPV AK increased over a medical degree, SPK and PP for practice remain low. This demonstrates the need for more dedicated IPV teaching, utilising practical teaching modalities as suggested by students. [ABSTRACT FROM AUTHOR]
Copyright of Focus on Health Professional Education (2204-7662) is the property of ANZAHPE: Australian & New Zealand Association for Health Professional Educators and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Medical student knowledge, understanding and self-perceived readiness to address intimate partner violence: A survey study.
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  Data: <searchLink fieldCode="AR" term="%22Sharma%2C+D%2E%22">Sharma, D.</searchLink><relatesTo>1</relatesTo><i> divyansh.sharma@unsw.edu.au</i><br /><searchLink fieldCode="AR" term="%22Mayer%2C+D%2E%22">Mayer, D.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Cullen%2C+P%2E%22">Cullen, P.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Hamad%2C+N%2E%22">Hamad, N.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Hallen%2C+L%2E%22">Hallen, L.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Torda%2C+A%2E%22">Torda, A.</searchLink><relatesTo>1,3</relatesTo><br /><searchLink fieldCode="AR" term="%22Henry%2C+A%2E%22">Henry, A.</searchLink><relatesTo>3,4</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Focus+on+Health+Professional+Education+%282204-7662%29%22">Focus on Health Professional Education (2204-7662)</searchLink>. 2026, Vol. 27 Issue 2, p201-227. 27p.
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  Data: *<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+personnel+training%22">Medical personnel training</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+school+curriculum%22">Medical school curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Health+education%22">Health education</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-sectional+method%22">Cross-sectional method</searchLink><br /><searchLink fieldCode="DE" term="%22Intimate+partner+violence%22">Intimate partner violence</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Introduction: Intimate partner violence (IPV) is a significant health issue but remains heavily underrepresented in medical school curricula. This project investigated knowledge and self-perceived readiness to manage IPV/disclosures among medical students in an Australian undergraduate medical program. Methods: First-, fourth- and sixth- (final) year medical students completed an anonymous online survey based on the modified Physician Readiness to Manage Intimate Partner Violence Survey assessing the actual knowledge (AK), self-perceived knowledge (SPK) and perceived preparedness (PP) domains, with free-text responses available. Groups (year, gender, entry pathway, clinical campus, IPV lived experience) were compared using t-test/ANOVA and multiple regression models across domains. Free-text responses were amalgamated and analysed thematically. Results: Of 206 respondents (111 first/30 fourth/65 sixth year), most were female (68%) and reported no prior IPV training (63%). International students (30%) and IPV lived experience (13%) were represented. From Year 1 to 6, AK increased significantly (p ≤ 0.001). Similar trends were found for SPK and PP, although most students still felt "minimally" to "slightly" prepared. Clinical campus and age did not predict any domain. International students had slightly lower AK (p ≤ 0.001). Those with lived experience had higher SPK (p = 0.005) but not AK or PP. Regression model findings were largely consistent with univariate analyses. Free-text responses indicated that students felt more teaching was needed and advocated for practical teaching modalities, such as clinical workshopping. Conclusion: Although IPV AK increased over a medical degree, SPK and PP for practice remain low. This demonstrates the need for more dedicated IPV teaching, utilising practical teaching modalities as suggested by students. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Focus on Health Professional Education (2204-7662) is the property of ANZAHPE: Australian & New Zealand Association for Health Professional Educators and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Medical personnel training
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      – SubjectFull: Intimate partner violence
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              Text: 2026
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