Objectives To identify ways to improve curricula on IPV mitigation-content in order to enhance prevention and medical care in Mozambique.

Method A review of the literature published between 1998 and 2018, evaluating the attention paid to IPV related content in medical curricula. A survey administered to third and 6th-year medical students (N387), enrolled in five medical schools in Mozambique focused on mapping in a comprehensive way students’ perceived mastery of their knowledge, skills, and attitudes related to IPV competences. We screened Curricula of Mozambican medical schools on IPV. A number of video-vignettes represented real clinical scenarios are being developed in order to cover specific IPV knowledge, skills and attitudes as found in our previous studies. An adapted classroom-based interdisciplinary module of IPV is being developed and will be tested for the same medical students from our previous studies. This module is going to be evaluated using pre-post professional development by the means of a questionnaire on competences acquired.

Results IPV content is hardly and inconsistently addressed when focusing on the related content and instructional strategies being adopted.

Conclusions There is a need for a more comprehensive approach to developing medical student’s knowledge, skills, and attitudes to deal with the survivors of IPV.