The coronavirus disease (COVID-19) pandemic has led to an alarming increase in domestic violence against women owing to lockdown measures and limited access to support services. This article provides insights into the global prevalence of domestic violence, barriers to seeking help, its impact on women and children, and the best practices implemented worldwide. Domestic violence encompasses various forms of abuse; many young women experience partner violence. Barriers to seeking help include fear, financial constraints, lack of awareness of available services, and distrust among stakeholders. The consequences of domestic violence affect the mental health of both mothers and children. Countries have increased shelter funding and developed innovative protocols to reach survivors and address this issue. However, the healthcare sector’s involvement in addressing domestic violence has been limited. This review advocates collaboration among healthcare institutions and government bodies. Key recommendations include utilizing telehealth services, implementing comprehensive training programs, establishing effective referral systems, enhancing health education, developing a domestic violence registry, improving the responses of law enforcement and justice systems through healthcare integration, promoting data sharing, and conducting further research. Healthcare systems should recognize domestic violence as a public health concern and detect, prevent, and intervene in cases to support survivors.

Introduction: Designing an engaging teaching strategy that enhances the clinical application of anatomy knowledge is important for effective learning. Hence, this study was carried out to evaluate the outcomes of team-based learning (TBL) approach on students’ learning during gross anatomy practical classes. Method: A randomised-controlled trial was conducted on 215 pre-clinical year medical students, who were divided into TBL and control groups. Both groups attended the same anatomy lecture before the practical session. The TBL group underwent three phases of activities, which were pre-practical assignment (Phase-1), individual and team readiness assurance tests followed by a debriefing session (Phase-2), and group application task (Phase-3). Concurrently, the control group received a reading material as their pre-practical assignment and attended a practical session in the form of an anatomy model demonstration. Pre- and post-practical assessments were measured 30 minutes before and after the practical sessions. The students’ cognitive engagement and motivation were also measured after the practical sessions. Results: The TBL group among the Year-1 students outperformed the control group in all the test performance measures. The TBL group of the Year-1 students was also found to have greater improvement of test scores compared to their control counterparts. The TBL group was found to have significantly higher cognitive engagement scores only among the Year-2 students. However, the internal motivation scores were not significant in both cohorts. Conclusion: These results indicate that the TBL session contributes positive outcomes to students’ learning in anatomy context.