A basic menopause curriculum that has been developed for telementoring health care professionals in rural and under-resourced areas improved confidence in treating patients with menopause and addressed a knowledge gap among providers, according to a study published online March 25 in Menopause.
Amanda L. Clark, M.D., from the Oregon Health & Science University in Portland, and colleagues conducted 12 weekly and monthly one-hour sessions composed of brief didactics and facilitated discussions of real, deidentified cases for telementoring health care professionals in rural and under-resourced areas. The faculty-selected curriculum and discussions were rated by participants with Likert items. Participants included 54 physicians and advanced practitioners from 17 of Oregon’s 36 counties.
The researchers found that the didactic content and case discussions were rated highly with Likert scores of 5.3 to 5.5 for being based on evidence, objective, and relevant. There was an improvement in confidence in performing targeted activities relating to menopause care from scores of 2.0 to 2.6 before the program to 3.7 to 3.9 after the program. Several topics were identified for future curricula, including breast health, sexual dysfunction, weight management, and abnormal vaginal bleeding.
“This study highlights how effective structured educational programs can be in closing the gaps in menopause education,” Stephanie Faubion, M.D., medical director for The Menopause Society, said in a statement. “The Menopause Society is committed to and already working toward significantly expanding our educational initiatives to provide clinicians with the tools they need to provide evidence-based care to midlife women.”
Two authors disclosed ties to the pharmaceutical industry.
Menopause is not experienced equally across populations. Women of color, particularly Black women, face significant health disparities during this midlife hormonal shift. Black women often experience earlier onset, and longer and more severe vasomotor symptoms (hot flashes and night sweats) than white women. These inequities are driven by social determinants of health (SDOH), including structural racism, lower access to care, and higher levels of chronic stress.
Developing a general menopause curriculum is a great starting point, but it may not be sufficient without cultural competency that addresses women from varying cultural and socioeconomic backgrounds.
The researchers have identified several topics to include in future curricula. In addition to those, cultural competency should also be included. Addressing bias in symptom interpretation and closing communication gaps are critical components that can educate clinicians on how to effectively work with menopausal women of color — especially Black women.
The following components could strengthen a more inclusive menopause curriculum:
For providers, integrating these topics into training can improve the delivery of high-quality, culturally sensitive menopause care.
The study was delivered via telementoring to providers in underserved communities. Many Black patients receive healthcare in underresourced settings and have limited access to menopause specialists, underscoring the need for clinicians who not only understand menopause but are also culturally equipped to care for Black women.
Telehealth and virtual training are scalable solutions that can help providers in rural and underserved areas receive training, while also delivering more personalized menopause care to women of color. Expanding menopause education and training among more clinicians creates a scalable strategy to address disparities in care and health outcomes.
An inclusive menopause curriculum should go beyond clinical symptoms to reflect patients’ diverse experiences.
It can include the following components:
The study reported improved clinicians’ confidence in menopause treatment, highlighting the importance of ongoing education and training. Now, the next step is to ensure equitable care for all patients.
Expanding and evolving menopause curricula will be key to ensuring providers are equipped to deliver equitable, patient-centered care.
This new curriculum is a great first step, but it’s not a final solution. More iterations are necessary to address disparities in menopause care and ensure providers deliver personalized, culturally sensitive care.
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