The review shows that by 1999, all U.S. medical schools reported offering required IPV training in some form. Most IPV curricula in medical schools are delivered as one-shot lectures that may satisfy certain requirements but do not provide sufficient time to impart knowledge, attitudes, and skills necessary for competent IPV screening, intervention, and prevention. More extensive IPV curricular offerings are not integrated with the rest of the medical school curriculum, particularly with key clinical training experiences. Identified barriers to implementing IPV curricula in medical schools include the lack of institutional endorsement, lack of funding for support of a new curriculum, and lack of faculty approval of curricular change. Personal barriers have included discomfort and even vicarious traumatization from IPV among faculty. Curricular evaluations of IPV training have generally supported the view that training increases knowledge, attitudes and skills; however, a number of methodological issues prevent firm conclusions. There should be more randomized, controlled studies, better quasi-experimental designs, posttraining follow-up intervals, and demonstrations of actual clinical behavioral competency. Still, there is promise that the next generation of physicians will understand and accept IPV as a significant health problem for many patients that must be addressed with effective interventions. 42 references and 3 suggested readings