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Evaluation of Knowledge Retention 3 Months After Completion of a Resident Menopause Curriculum

Background: Residents express discomfort managing menopause. Didactic teaching of this topic can be tailored to learning style, which may influence retention and improve discomfort.

Methods: Prospective cross-over study of Obstetrics and Gynecology and Family Medicine residents at one institution over the 2017-2018 academic year. Residents were randomized to a series of 3 PowerPoints, each < 30 slides, administered during protected learning time. Each series contained 3 different subjects (Menopause Basics (MB), Hormone Replacement Therapy (HRT), Genitourinary Syndrome of Menopause (GSM)) delivered through 3 different presentation styles (typical presentation (typical), pictures and a narration (pictures), and interactive to reveal information (interactive)). Knowledge and comfort were assessed through baseline, immediate post-exposure, and 3-month follow-up surveys containing 24 knowledge questions (multiple choice) and 10 comfort and satisfaction questions (5-point Likert scale and multiple choice). Statistical tests were applied with a p< 0.05 considered significant.

Results: Thirty-three residents completed 3-month follow-up. Immediately post-exposure, knowledge and comfort increased from baseline for all topics (p< 0.05).  On 3-month follow-up, the HRT topic demonstrated a sustained increase in knowledge (p=0.047). The typical format of the GSM topic had significantly better retention than the picture format (p=0.027). All formats were associated with a significant increase in comfort (all p< 0.01).

Discussions: Immediately post-exposure knowledge and comfort were universally improved by topic, however, on 3-month follow-up retention varied by format and topic. Comfort in managing menopause remained increased on follow-up.

Topics: CREOG & APGO Annual Meeting, 2019, Student, Resident, Medical Knowledge, GME, Assessment, Lecture, Independent Study, General Ob-Gyn,