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Please use this identifier to cite or link to this item: http://hdl.handle.net/11375/29728
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dc.contributor.advisorVanstone, Meredith-
dc.contributor.authorCavanagh, Alice-
dc.date.accessioned2024-05-03T01:14:35Z-
dc.date.available2024-05-03T01:14:35Z-
dc.date.issued2024-
dc.identifier.urihttp://hdl.handle.net/11375/29728-
dc.descriptionA thesis submitted to the school of graduate studies in partial fulfilment of the requirements for the degree doctor of philosophy.en_US
dc.description.abstractExperiencing intimate partner violence (IPV) is associated with a wide range of mental and physical health conditions that often have profound and enduring consequences in the lives of people, families and communities who are affected. Evidence suggests that many of these health concerns can be mitigated with timely access to medical care which addresses patient safety and needs for support. This has led to health policymakers framing IPV as a “health issue” which physicians are uniquely situated to address. Previous research suggests, however, that many physicians are ill-equipped to respond to patients who have experienced IPV, giving rise to questions about how physicians learn about IPV in the course of their training and how this training might be enhanced in order to improve medical care for people affected by IPV. This dissertation is comprised of three original studies that lie at the nexus of health policy and health professions education scholarship. The first study combines environmental scanning and critical discourse analysis to examine how physicians’ roles related to IPV are represented in training resources created for a Canadian medical audience. The second study uses qualitative description to identify physicians’ perceptions of their own roles in caring for patients affected by IPV and highlights the sites and sources of insight that are impactful in shaping these perceptions. The third study integrates key informant technique and interpretive description to synthesize recommendations from stakeholders outside of medicine about physicians’ roles in addressing IPV, and opportunities to improve medical education and practice in the future. Together, these studies offer a critical perspective on broader implications of constructing IPV as a “health issue” that informs practice for physicians, medical educators, researchers, policymakers, and organizers working to improve health care for people affected by IPV.en_US
dc.language.isoenen_US
dc.subjecthealth policyen_US
dc.subjectmedical educationen_US
dc.subjectintimate partner violenceen_US
dc.titlePhysician roles in addressing intimate partner violence: Stakeholder perspectives to inform medical education and policyen_US
dc.title.alternativePhysician roles in addressing intimate partner violenceen_US
dc.typeThesisen_US
dc.contributor.departmentHealth Policyen_US
dc.description.degreetypeDissertationen_US
dc.description.degreeDoctor of Philosophy (PhD)en_US
dc.description.layabstractPeople who experience intimate partner violence (IPV) are at a higher risk of experiencing a wide range of serious and long-lasting health issues. Politicians and other policymakers framing IPV as a “health issue” have suggested that doctors are well-placed to address these concerns and to support patients who are dealing with IPV, but research suggests that many doctors lack knowledge or skills that are needed to address IPV with appropriate sensitivity. This dissertation examines how doctors learn about IPV in the course of their medical training by 1) analyzing how doctors’ roles related to IPV are presented in educational resources and policy documents, 2) interviewing doctors about their perceptions of IPV and their related training, and 3) talking to people who do work related to IPV outside of medicine about their suggestions for improving medical education in the future. Taken together, the studies that make up this dissertation can help to inform educators, politicians, and other policymakers working to improve health care for people affected by IPV.en_US
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