General practice trainees’ understanding of post-sexual assault care: the impact of a specialist educational intervention

Background Sexual assault (SA) is a highly prevalent issue, with significant adverse health sequelae. Given that general practitioners (GPs) may serve as the first point of contact for many SA victims, their awareness of post-SA care and appropriate understanding of referral pathways to a sexual ass...

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Published in:	Irish journal of medical science Vol. 193; no. 3; pp. 1331 - 1336
Main Authors:	Kane, Daniel, Kennedy, Kieran M., Flood, Karen, Eogan, Maeve
Format:	Journal Article
Language:	English
Published:	Cham Springer International Publishing 01.06.2024 Springer Nature B.V
Subjects:	Clinical Competence - statistics & numerical data Family Medicine Female General Practice General Practice - education Humans Internal Medicine Male Medicine Medicine & Public Health Original Article Referral and Consultation Sex Offenses - psychology Surveys and Questionnaires Rape Forensic examination HIV Education General practice PEP Sexual assault
ISSN:	0021-1265, 1863-4362, 1863-4362
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Abstract	Background Sexual assault (SA) is a highly prevalent issue, with significant adverse health sequelae. Given that general practitioners (GPs) may serve as the first point of contact for many SA victims, their awareness of post-SA care and appropriate understanding of referral pathways to a sexual assault treatment unit (SATU) are critically important. This study evaluated GP trainees’ knowledge of and comfort with post-SA care. Methods Educational intervention study using a didactic teaching session was delivered by a specialist forensic examiner on post-SA care. A pre and post-study questionnaire was implemented to assess participants’ knowledge and comfort levels with subject material. Significance was set at p -value below 0.05. Results Seventy-five GP-trainees attended the teaching session. Fifty-three completed the pre-teaching questionnaire and 50 completed the post-teaching questionnaire. Only a minority of trainees had received prior teaching in post-SA care as a medical student (13.2% n = 7) or as a postgraduate (28.3% n = 15). After the teaching session, there was a significant improvement trainees’ comfort levels in explaining a forensic examination ( p < 0.0001), referral pathways to a SATU ( p < 0.0001) and offering advice in relation to emergency contraception ( p < 0.0001). There was also a significant improvement in understanding HIV post-exposure prophylaxis (PEP) ( p < 0.001) and forensic examination (FE) time-lines ( p < 0.001). Conclusion This study reveals that GP-trainees have had limited exposure to teaching on post-SA care. Additionally, significant improvements were observed following a 1-h didactic teaching session on post-SA care. Trainees demonstrated increased understanding of SATU referral pathways, understanding of immediate medical care after SA, including PEP and FE timelines.
AbstractList	Sexual assault (SA) is a highly prevalent issue, with significant adverse health sequelae. Given that general practitioners (GPs) may serve as the first point of contact for many SA victims, their awareness of post-SA care and appropriate understanding of referral pathways to a sexual assault treatment unit (SATU) are critically important. This study evaluated GP trainees' knowledge of and comfort with post-SA care. Educational intervention study using a didactic teaching session was delivered by a specialist forensic examiner on post-SA care. A pre and post-study questionnaire was implemented to assess participants' knowledge and comfort levels with subject material. Significance was set at p-value below 0.05. Seventy-five GP-trainees attended the teaching session. Fifty-three completed the pre-teaching questionnaire and 50 completed the post-teaching questionnaire. Only a minority of trainees had received prior teaching in post-SA care as a medical student (13.2% n = 7) or as a postgraduate (28.3% n = 15). After the teaching session, there was a significant improvement trainees' comfort levels in explaining a forensic examination (p < 0.0001), referral pathways to a SATU (p < 0.0001) and offering advice in relation to emergency contraception (p < 0.0001). There was also a significant improvement in understanding HIV post-exposure prophylaxis (PEP) (p < 0.001) and forensic examination (FE) time-lines (p < 0.001). This study reveals that GP-trainees have had limited exposure to teaching on post-SA care. Additionally, significant improvements were observed following a 1-h didactic teaching session on post-SA care. Trainees demonstrated increased understanding of SATU referral pathways, understanding of immediate medical care after SA, including PEP and FE timelines. Background Sexual assault (SA) is a highly prevalent issue, with significant adverse health sequelae. Given that general practitioners (GPs) may serve as the first point of contact for many SA victims, their awareness of post-SA care and appropriate understanding of referral pathways to a sexual assault treatment unit (SATU) are critically important. This study evaluated GP trainees’ knowledge of and comfort with post-SA care. Methods Educational intervention study using a didactic teaching session was delivered by a specialist forensic examiner on post-SA care. A pre and post-study questionnaire was implemented to assess participants’ knowledge and comfort levels with subject material. Significance was set at p -value below 0.05. Results Seventy-five GP-trainees attended the teaching session. Fifty-three completed the pre-teaching questionnaire and 50 completed the post-teaching questionnaire. Only a minority of trainees had received prior teaching in post-SA care as a medical student (13.2% n = 7) or as a postgraduate (28.3% n = 15). After the teaching session, there was a significant improvement trainees’ comfort levels in explaining a forensic examination ( p < 0.0001), referral pathways to a SATU ( p < 0.0001) and offering advice in relation to emergency contraception ( p < 0.0001). There was also a significant improvement in understanding HIV post-exposure prophylaxis (PEP) ( p < 0.001) and forensic examination (FE) time-lines ( p < 0.001). Conclusion This study reveals that GP-trainees have had limited exposure to teaching on post-SA care. Additionally, significant improvements were observed following a 1-h didactic teaching session on post-SA care. Trainees demonstrated increased understanding of SATU referral pathways, understanding of immediate medical care after SA, including PEP and FE timelines. BackgroundSexual assault (SA) is a highly prevalent issue, with significant adverse health sequelae. Given that general practitioners (GPs) may serve as the first point of contact for many SA victims, their awareness of post-SA care and appropriate understanding of referral pathways to a sexual assault treatment unit (SATU) are critically important. This study evaluated GP trainees’ knowledge of and comfort with post-SA care. MethodsEducational intervention study using a didactic teaching session was delivered by a specialist forensic examiner on post-SA care. A pre and post-study questionnaire was implemented to assess participants’ knowledge and comfort levels with subject material. Significance was set at p-value below 0.05.ResultsSeventy-five GP-trainees attended the teaching session. Fifty-three completed the pre-teaching questionnaire and 50 completed the post-teaching questionnaire. Only a minority of trainees had received prior teaching in post-SA care as a medical student (13.2% n = 7) or as a postgraduate (28.3% n = 15). After the teaching session, there was a significant improvement trainees’ comfort levels in explaining a forensic examination (p < 0.0001), referral pathways to a SATU (p < 0.0001) and offering advice in relation to emergency contraception (p < 0.0001). There was also a significant improvement in understanding HIV post-exposure prophylaxis (PEP) (p < 0.001) and forensic examination (FE) time-lines (p < 0.001).ConclusionThis study reveals that GP-trainees have had limited exposure to teaching on post-SA care. Additionally, significant improvements were observed following a 1-h didactic teaching session on post-SA care. Trainees demonstrated increased understanding of SATU referral pathways, understanding of immediate medical care after SA, including PEP and FE timelines. Sexual assault (SA) is a highly prevalent issue, with significant adverse health sequelae. Given that general practitioners (GPs) may serve as the first point of contact for many SA victims, their awareness of post-SA care and appropriate understanding of referral pathways to a sexual assault treatment unit (SATU) are critically important. This study evaluated GP trainees' knowledge of and comfort with post-SA care.BACKGROUNDSexual assault (SA) is a highly prevalent issue, with significant adverse health sequelae. Given that general practitioners (GPs) may serve as the first point of contact for many SA victims, their awareness of post-SA care and appropriate understanding of referral pathways to a sexual assault treatment unit (SATU) are critically important. This study evaluated GP trainees' knowledge of and comfort with post-SA care.Educational intervention study using a didactic teaching session was delivered by a specialist forensic examiner on post-SA care. A pre and post-study questionnaire was implemented to assess participants' knowledge and comfort levels with subject material. Significance was set at p-value below 0.05.METHODSEducational intervention study using a didactic teaching session was delivered by a specialist forensic examiner on post-SA care. A pre and post-study questionnaire was implemented to assess participants' knowledge and comfort levels with subject material. Significance was set at p-value below 0.05.Seventy-five GP-trainees attended the teaching session. Fifty-three completed the pre-teaching questionnaire and 50 completed the post-teaching questionnaire. Only a minority of trainees had received prior teaching in post-SA care as a medical student (13.2% n = 7) or as a postgraduate (28.3% n = 15). After the teaching session, there was a significant improvement trainees' comfort levels in explaining a forensic examination (p < 0.0001), referral pathways to a SATU (p < 0.0001) and offering advice in relation to emergency contraception (p < 0.0001). There was also a significant improvement in understanding HIV post-exposure prophylaxis (PEP) (p < 0.001) and forensic examination (FE) time-lines (p < 0.001).RESULTSSeventy-five GP-trainees attended the teaching session. Fifty-three completed the pre-teaching questionnaire and 50 completed the post-teaching questionnaire. Only a minority of trainees had received prior teaching in post-SA care as a medical student (13.2% n = 7) or as a postgraduate (28.3% n = 15). After the teaching session, there was a significant improvement trainees' comfort levels in explaining a forensic examination (p < 0.0001), referral pathways to a SATU (p < 0.0001) and offering advice in relation to emergency contraception (p < 0.0001). There was also a significant improvement in understanding HIV post-exposure prophylaxis (PEP) (p < 0.001) and forensic examination (FE) time-lines (p < 0.001).This study reveals that GP-trainees have had limited exposure to teaching on post-SA care. Additionally, significant improvements were observed following a 1-h didactic teaching session on post-SA care. Trainees demonstrated increased understanding of SATU referral pathways, understanding of immediate medical care after SA, including PEP and FE timelines.CONCLUSIONThis study reveals that GP-trainees have had limited exposure to teaching on post-SA care. Additionally, significant improvements were observed following a 1-h didactic teaching session on post-SA care. Trainees demonstrated increased understanding of SATU referral pathways, understanding of immediate medical care after SA, including PEP and FE timelines.
Author	Kane, Daniel Kennedy, Kieran M. Eogan, Maeve Flood, Karen
Author_xml	– sequence: 1 givenname: Daniel orcidid: 0000-0002-9523-4840 surname: Kane fullname: Kane, Daniel email: danielkane@rcsi.ie organization: Department of Obstetrics & Gynaecology, Royal College of Surgeons in Ireland, Sexual Assault Treatment Unit, Rotunda Hospital – sequence: 2 givenname: Kieran M. surname: Kennedy fullname: Kennedy, Kieran M. organization: School of Medicine, University of Galway – sequence: 3 givenname: Karen surname: Flood fullname: Flood, Karen organization: Department of Obstetrics & Gynaecology, Royal College of Surgeons in Ireland – sequence: 4 givenname: Maeve surname: Eogan fullname: Eogan, Maeve organization: Department of Obstetrics & Gynaecology, Royal College of Surgeons in Ireland, Sexual Assault Treatment Unit, Rotunda Hospital
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Central Statistics Office. https://www.cso.ie/en/releasesandpublications/ep/p-svsmr/sexualviolencesurvey2022mainresults/keyfindings/ – reference: KennedyKMVellingaABonnerNHow teaching on the care of the victim of sexual violence alters undergraduate medical students’ awareness of the key issues involved in patient care and their attitudes to such patientsJ Forensic Leg Med201320658258710.1016/j.jflm.2013.06.01023910837 – reference: KoschorkeATilzeyAWelchJShould medical students be taught about rape? A survey of UK medical schoolsBJOG200711422242251:STN:280:DC%2BD2s7hsVKhsg%3D%3D10.1111/j.1471-0528.2006.01205.x17166216 – reference: RivaraFAdhiaALyonsVThe effects of violence on healthHealth Aff201938101622162910.1377/hlthaff.2019.00480 – reference: ICGP (2020) ICGP Curriculum for GP training in Ireland. https://www.icgp.ie/speck/properties/asset/asset.cfm?type=LibraryAsset&id=CAFB391D-F751-CFD2-ECF4AE5484A30792&property=asset&revision=tip&disposition=inline&app=icgp&filename=ICGP_Curriculum_Book_v4%2Epdf – reference: Morgan RE, Thompson A (2021) Criminal victimization, 2020. Washington, DC: National Crime Victimization Survey, Bureau of Justice Statistics Retrieved Jan 4:2022 – reference: SART (2023) National guidelines on referral and forensic clinical examination following rape and sexual assault (Ireland) 5th edition – reference: Gore DJ, Prusky M, Solomon CJE et al (2021) Creation of a medical student training to improve comfort providing trauma-informed care to sexual assault survivors. MedEdPORTAL 17:11140. https://doi.org/10.15766/mep_2374-8265.11140 – reference: KaneDMaherNEoganMAssessment of the impact of the COVID-19 pandemic on Sexual Assault Treatment Unit activityBMJ Sex Reprod Health202147430130310.1136/bmjsrh-2021-20114334016667 – reference: Kane D, Pucillo C, Maher N, Eogan M (2021) Collection and storage of forensic evidence to enable subsequent reporting of a sexual crime to the police “Option 3”—an Irish experience. 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Snippet	Background Sexual assault (SA) is a highly prevalent issue, with significant adverse health sequelae. Given that general practitioners (GPs) may serve as the... Sexual assault (SA) is a highly prevalent issue, with significant adverse health sequelae. Given that general practitioners (GPs) may serve as the first point... BackgroundSexual assault (SA) is a highly prevalent issue, with significant adverse health sequelae. Given that general practitioners (GPs) may serve as the...
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SubjectTerms	Clinical Competence - statistics & numerical data Family Medicine Female General Practice General Practice - education Humans Internal Medicine Male Medicine Medicine & Public Health Original Article Referral and Consultation Sex Offenses - psychology Surveys and Questionnaires
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Title	General practice trainees’ understanding of post-sexual assault care: the impact of a specialist educational intervention
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