Hedges, Mary S.

Background Menopause-related symptoms are common but undertreated. Digital tools that support symptom assessment and patient education may improve engagement. Objective To assess whether a previsit digital menopause symptom assessment and education tool increased treatment initiation and patient engagement compared to an educational pamphlet. Design Women aged 45–55 years with upcoming primary care appointments were invited to participate. Those with a total Menopause Rating Scale (MRS) score ≥5 indicating bothersome menopause symptoms were included. Participants were randomized to a digital menopause symptom assessment tool or a digital educational pamphlet and completed a post-visit survey (NCT06919887). Participants Of the 14,726 women invited to participate between May 12, 2025, and December 5, 2025, there were 653 (4.4%) enrolled that met eligibility criteria. Interventions Randomized to an mHealth app called emmii or a standard digital menopause educational pamphlet. Main measures Menopause treatment initiation within 30 days of the clinical visit was assessed by electronic health data. Baseline and post-visit surveys were collected assessing patient experience, engagement, and perceived usefulness. Rates of menopause hormone therapy (HT) prescribing were compared with a reference population of nonparticipants aged 45–55 who had a primary care appointment at Mayo Clinic during the same period and received no study education materials. Key results Of 653 participants enrolled and randomized, 383 completed both the baseline and post-surveys (171 intervention and 212 control). HT initiation among study participants was significantly higher than in the reference population of women (9.3% vs. 4.4%, p < 0.001). There was no difference in HT initiation between the intervention (9.1%) and control groups (9.6%) ( p = 0.83). Initiation rates were 3.8% and 4.5%, respectively ( p = 0.64) for nonhormone therapies. Conclusions Among women with bothersome menopause symptoms, those who underwent previsit symptom screening and received educational materials had higher rates of HT initiation than women who did not participate in the study. These findings suggest that structured menopause education may improve recognition and management of menopause symptoms in routine clinical practice.

Hospital medicine offers diverse career opportunities, yet formal guidance for residents pursuing hospitalist careers is often lacking. To address this gap, the Hospital Internal Medicine Interest Group (HIMIG) was launched at an academic institution in the Southeastern United States to provide structured mentorship and professional development. Residents expressing interest completed an entry survey to identify career goals and areas of focus, informing a longitudinal curriculum that included education, leadership, research, quality improvement, and networking. Seventeen residents (≈25% of the IM residency program) joined HIMIG, and 88% completed the initial survey. Education, leadership, and quality improvement were top interests, while mentorship and career guidance were primary motivators. A post-implementation survey revealed all participants met mentors and felt HIMIG supported their career goals. HIMIG demonstrates a flexible, personalized approach to hospitalist career development that may serve as a model for other programs.

Community engagement and trust are vital to medical education and improving health. The experience of national level, extramural seed grant programs to support faculty in both education and health care delivery with the focus of building trust has not been previously reported. The authors reviewed a total of four cohorts of the “Building Trust: Advancing Health Equity” grant recipients supported by the ABIM Foundation and other funding partners. Over $1.5 million was awarded from 2021 to 2024, which represented 92 grants ranging from $2,500–$40,000 each. The geographic regions receiving the most grants and funding were the middle and south Atlantic, and the Pacific regions in the United States. University programs received more grants and funding than affiliated or community programs. The majority of project types primarily focused on developing educational curricula for internal medicine residents (68%) and engaging with local communities (19%). The approach to implementation often included service-learning and community experts (29%), quality improvement and patient care delivery methods (22%), and traditional curriculum development (21%). The most common education topic themes were health equity and social determinants of health (43%) and addressing bias in care delivery and learning environment (20%). The Building Trust grant program reflects the unique needs of local communities and supported innovative practices and educational techniques. Implementation support was provided to grantees through shared experiences and mentorship. Evaluating outcomes upon completion of grants will be an imperative next step. This serves as a model that can inform institutions and other professional organizations approaching implementation of seed grant funding.