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ObjectivesThis paper describes the first step toward creating training tools to improve pharmacy students’ and pharmacists’ ability to identify intimate partner violence (IPV) among patients and facilitate referrals. The objectives were to evaluate an IPV didactic session adapted for pharmacy students and describe student quantitative and qualitative feedback on the session.Methods237 students participated in a 1.5-hour evidence-based IPV lecture and completed an anonymous, nine question follow-up questionnaire. The first seven questions provided the quantitative data and the last two open-ended questions provided data for the qualitative analysis; for these, grounded theory was used to see what themes emerged.ResultsAlmost 90% of students believed IPV was relevant to their pharmacy careers and that the session improved their ability to recognize IPV. Twenty one percent believed they had encountered a patient they suspected was a victim of IPV. Legal and liability issues, course logistics, skill development, greater specificity and student engagement were themes that emerged.ConclusionsGreater specificity toward pharmacy was recommended to understand the intricacies of legal and professional responsibilities, patient and personal safety risks, and maintaining strong provider/patient relationships. To overcome barriers to screening, assessment and referral, students need opportunities to engage in role-playing and practical application of the knowledge gained.
Journal: Currents in Pharmacy Teaching and Learning - Volume 7, Issue 3, May–June 2015, Pages 283–291