Exploring menopause in undergraduate teaching: a mixed-methods case study in Dundee

OBJECTIVE: To effectively support women presenting with symptoms of menopause, it is crucial for doctors to be adequately prepared through their undergraduate education. This study explored the coverage of menopause in undergraduate teaching materials, and students' perceptions of their understanding of this topic. STUDY DESIGN: A mixed-methods case study design was used to explore menopause teaching at the University of Dundee's (UoD) MBChB course. A two-stage content analysis identified menopause teaching within the 'Reproduction and Sexual Health' (RSH) teaching block. Data on students' knowledge of menopause and their views on the teaching they had received were gathered through a questionnaire and semi-structured interviews. MAIN OUTCOME MEASURES: Quantitative and qualitative data included the content of teaching materials, perceptions of teaching, and learning about menopause. RESULTS: Teaching about menopause was identified in five sessions of RSH block teaching. Teaching was predominantly lecture-based, and included discussion of the symptoms of menopause and possible treatments. All students reported a lack of confidence in both their knowledge of menopause and their ability to effectively consult a patient presenting with symptoms of menopause. Students expressed their wish for opportunities to reinforce and apply their learning. CONCLUSIONS: Existing methods for teaching menopause may not be the most effective. Recommendations for improving student confidence include incorporating menopause teaching content into multiple teaching blocks and providing opportunities for students to apply their learning through case discussions or workshops.