Training on prevention of violence against women in the medical curriculum at the University of Ibadan, Nigeria

Olefunmilayo Fawole, Jacqueline Marina Van Wyk, A Adejimi


Objectives. To determine the knowledge and skills of final-year medical students in managing victims of violence against women (VAW), and to describe the extent to which VAW is included in the undergraduate curriculum of the College of Medicine, University of Ibadan. 

Method. A mixed-method study design was used that collected qualitative data through a review of curriculum documents and interviews of departmental heads (or their representatives) of 6 departments in the college. A semi-structured, self-administered questionnaire was used to collect quantitative data from 109 final-year students. 

Results. The response rate was 85.1% and respondents’ mean age was 25.2±3.1 years. Physical, sexual, psychological and economic abuse was found by 73.8%, 72.6%, 54.8% and 44.0% respectively, of the students. Most students (77.4%) felt it was part of their duty to ask patients about abuse. Students with previous training about violence were more likely to be knowledgeable (odds ratio (OR) 1.64; 95% confidence interval (CI) 0.61 - 4.42) and skilled (OR 1.27; 95% CI 0.53 - 3.05). Men had better knowledge and skills than women. VAW was not included as a topic in the curriculum. 

Conclusion. Most students were willing to ask patients about abuse but lacked the fundamental knowledge and skills to do so. Faculty at the college agreed to review the curriculum to improve students’ knowledge and management skills regarding VAW.

Authors' affiliations

Olefunmilayo Fawole, Department of Epidemiology and Medical Statistics, Faculty of Public Health, College of Medicine, University of Ibadan, Nigeria

Jacqueline Marina Van Wyk, Department of Clinical Cognition, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa

A Adejimi, Department of Community Medicine, College of Medicine, University of Ibadan, Nigeria

Full Text



Undergraduate medical education; Violence against women; Gender-based violence

Cite this article

African Journal of Health Professions Education 2013;5(2):75-79. DOI:10.7196/AJHPE.222

Article History

Date submitted: 2012-12-13
Date published: 2013-10-28

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