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Experiential learning influences residents knowledge about hormone replacement therapy.

Rachel Hess1, Chung Chou Joyce Chang, Joseph Conigliaro

  • 1Division of General Internal Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania, USA. hessr@umpc.edu

Teaching and Learning in Medicine
|September 25, 2004
PubMed
Summary

Internal medicine residents' knowledge of hormone replacement therapy (HRT) improves with nontraditional training tracks and experience with postmenopausal patients. Didactic training showed no significant impact on HRT knowledge assimilation.

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Area of Science:

  • Medical Education
  • Endocrinology
  • Women's Health

Background:

  • Hormone replacement therapy (HRT) knowledge is evolving rapidly.
  • Understanding how medical residents acquire updated HRT information is crucial for effective patient care.

Purpose of the Study:

  • To identify factors influencing resident assimilation of current knowledge regarding hormone replacement therapy (HRT).
  • To assess the impact of training track and patient demographics on HRT knowledge.

Main Methods:

  • Anonymous survey distributed to internal medicine residents.
  • Data collected on demographics, didactic training, and experiential learning related to HRT.
  • Univariable and multivariable linear regression analysis performed.

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Main Results:

  • 75% of residents completed the survey; demographics were representative.
  • Higher HRT knowledge scores observed in nontraditional training tracks (e.g., Women's Health).
  • Increased knowledge correlated with a patient population of ≤30% postmenopausal women.

Conclusions:

  • Nontraditional residency tracks enhance HRT knowledge.
  • Experiential learning with postmenopausal women improves HRT understanding.
  • Didactic training on HRT did not significantly impact resident knowledge.