Medical schools and postgraduate residency programs have largely included intimate partner violence (IPV) in their curricula. There is presently disagreement on the optimal model for implementing such training and the amount of time to be devoted to IPV. There is considerable overlap in the general content and teaching methods that focus on enhancing medical knowledge, professional attitudes, and clinical skills for asking about and responding to patient reports of IPV. Curricular evaluations have generally supported the idea that training increases knowledge, attitudes, and skills. However, a number of methodological issues preclude firm conclusions. There is a need for more randomized, controlled studies, better quasi-experimental designs, posttraining follow-up intervals, and demonstrations of actual clinical behavioral competency. Despite the latter concerns, however, the future shows promise that the next generation of physicians will understand and accept IPV and its health effects on their patients as constituting an important health issue that they will comfortably address.
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