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Purpose: Intimate partner violence (IPV) involves any form of emotional, physical, and sexual abuse including controlling behaviors by an intimate partner. Front line service workers such as social workers, nurses, lawyers, and physicians are often the first professionals to come into contact with individuals experiencing IPV but are often inadequately prepared to respond appropriately as IPV education is highly variable. Experiential learning (EL), also known as learning by doing, has gained much attention from educators; however, the extent and type of EL strategies used to teach IPV competencies has not yet been explored. Our aim was to extract what is known from the literature about the use of EL strategies to teach IPV competencies to front line service providers. Methods: We conducted a search from May 2021 through November 2021. Reviewers independently screened citations in duplicate using pre-determined eligibility criteria. Data collected included study demographics (publication year, country, etc.), study participants, and information about the IPV EL. Results: Of 5216 identified studies, 61 were included. Medicine and nursing represented the majority of learners in the included literature. Graduate students were the targeted learners in 48% of articles. Low fidelity EL was used most frequently in 48% of the articles; and role play was the EL mode most frequently utilized (39%) overall. Conclusions: This scoping review provides a comprehensive overview of the limited literature on how EL is used to teach IPV competencies and identifies significant gaps related to the lack of intersectional analysis within educational interventions. [ABSTRACT FROM AUTHOR]

Gender-based violence (GBV) is global issue, requiring specialized knowledge, attitudes, and skills. The most effective responses are interdisciplinary, involving social work, healthcare, and the justice system. While GBV was exacerbated during the pandemic, many students faced a reduced availability of practice opportunities to learn how to respond to GBV. The authors describe a teaching and learning project which expanded access to experiential, interdisciplinary learning across three faculties (social work, nursing, law) by using virtual gaming simulation-based learning (VGSBL). Processes of development and implementation are discussed, along with recommendations for further integration of VGSBL in addressing grand challenges of social work education such as interdisciplinary collaboration in responding to GBV. [ABSTRACT FROM AUTHOR]