Randomized crossover study investigating resident retention of menopause-related knowledge after completion of learning modules

• Published in: Menopause (New York, N.Y.) Vol. 27; no. 1; p. 95
• Main Authors: Shinnick, Julia K, Raker, Christina, Hampton, B Star, Eger, Renee
• Format: Journal Article
• Language: English
• Published: United States 01.01.2020
• Subjects: Cross-Over Studies; Curriculum; Female; Follow-Up Studies; Gynecology - education; Humans; Internship and Residency - methods; Knowledge; Learning; Male; Memory, Short-Term; Menopause; Mental Recall; Obstetrics - education; Prospective Studies; Surveys and Questionnaires
• ISSN: 1530-0374
• DOI: 10.1097/GME.0000000000001417

The aim of this study was to evaluate residents' retention of menopause-based knowledge immediately after, and 3 months after completion of, self-administered modules that varied by menopause-related topic and delivery format. Prospective crossover study of Obstetrics and Gynecology and Family Medicine residents at one institution over the 2017 to 2018 academic year. Residents were randomized to a series of three PowerPoints (Microsoft, Redwood, WA), each <30 slides, administered during regularly scheduled didactics. Each series contained three subjects (Menopause Basics [MB], Hormone Therapy [HT], and Genitourinary Syndrome of Menopause [GSM]) delivered through three 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 postexposure, 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 P<0.05 considered significant. Thirty-three residents completed the 3-month follow-up. Immediately postexposure, knowledge and comfort increased from baseline for all topics (P < 0.05). When formats were grouped together to investigate retention by topic, the HT topic demonstrated a sustained increase in knowledge on 3-month follow-up (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). Participation in this specialized menopause curriculum led to short-term increases in objectively assessed menopause-related knowledge. Tailoring self-administered learning modules to learning styles did not, however, effectively enhance overall knowledge retention on 3-month follow-up, though comfort in managing menopause remained increased. : Video Summary:http://links.lww.com/MENO/A474.