AbstractIntroduction In general, the quality of care for survivors of Intimate Partner Violence (IPV) has been poor worldwide. We identify the gaps in medical student competences linked to the implementation of IPV related medical curricula in key Mozambican medical schools. Objectives The study aimed at mapping perceived mastery of IPV competence components in Mozambican medical students by focusing on the following two research questions: 1. What is the perceived mastery of knowledge, skills, and, attitudes about IPV competences in Mozambican medical students? Is this mastery level different, considering student background variables? 2. Is the perceived mastery of IPV competences at par with the mastery-learning benchmark? Materials and Methods The study builds on a survey, administered to third and 6th-year medical students (N387), enrolled in five medical schools in Mozambique. The instrument focused on mapping in a comprehensive way students’ perceived mastery of their knowledge, skills, and, attitudes related to IPV competences. Results In total, 387 medical students (RR 66%) participated in the survey. The overall mean perceived mastery of IPV competence components was 36.18 (SD=24.52) – 33.43 (SD=24.83) for knowledge, 32.01 (SD=27.37) for skills and, 43.47 (SD=27.58) for attitudes. Though 6th-year students reported a significantly higher mastery level, it is still below a mastery-learning benchmark of 80%. Discussion Mozambican medical students report critically low levels in their mastery of IPV related competences. Students aged 22 or more reported higher KSA scores on IPV as compared to the younger group of students. Female medical students reported higher perceived mastery scores in IPV knowledge and, skills. Students from three medical schools (one innovative and two conventional/community based) report being better prepared to manage IPV victims as compared to students from medical schools with conventional curricula.

Keywords: Intimate partner violence; medical student’s competences; Mozambican medical curricula; undergraduate medical curricula.