Intimate Partner Violence (IPV) is a significant public health concern that remains insufficiently addressed in medical education. A national survey indicates that nearly one in two women (47.3%) and more than 40% of men (44.2%) in the United States have experienced IPV in their lifetime. Despite the high prevalence and serious health implications of IPV, comprehensive training on this topic has not been widely incorporated into medical school curricula. Current research shows integrating interactive simulations into medical school curriculum is the best practice for providing lasting knowledge on the training topic at hand. This study aims to bridge the educational gap of IPV in medical students by implementing an interactive, simulation-based curriculum. This will not only enhance future physicians' competency in recognizing IPV but also equip them with the skills to provide appropriate resources to victims. Participants will engage in a structured training session, featuring a role-playing exercise and guided case discussions. A pre- and post-survey model will be used to assess changes in knowledge, confidence, and attitudes toward IPV management. Preliminary data has demonstrated statistically significant improvements in both preparedness and knowledge among participants following the intervention. These preliminary findings suggest the intervention was effective in enhancing medical students’ confidence and understanding related to identifying and managing intimate partner violence in clinical settings. Additionally, initial data suggests students feel more adequately equipped with practical tools for screening and intervention, alongside a heightened sense of empathy, compassion, and understanding of IPV victims - an essential step in providing trauma-informed, supportive care. Notable limitations of this study include the immediate timing of participant responses, which may have been influenced by the emotional impact of the intervention, as well as a small final sample size (n=20). Although 59 participants completed the pre-survey, only 24 completed the post-survey, and just 20 submitted fully completed responses. This low yield of responses raises concerns about feasibility and integration of such a curriculum within an already demanding medical school schedule. Alongside a larger sample size, longitudinal investigation of participants would be needed to assess efficacy of the curriculum in clinical practice. However, by implementing a curriculum that is interactive and attitudinally transformative, we aim to bridge the existing educational gap and, ultimately, provide more comprehensive patient care in clinical practice.
