Evaluation
Basis Upon Which a Winner Will be Selected
Submissions from Participants received in advance of the submission deadline will first undergo an administrative triage step to review Participant eligibility to compete in this Challenge as well as submission completeness and applicability of scope. Complete and applicable submissions from eligible institutions will then be evaluated by an Evaluation Panel composed of technical experts with subject matter expertise relevant to the Challenge goals and using the Evaluation Criteria listed below. The Evaluation Panel will individually assess each submission and provide their scores to the Judging Panel. The Judging Panel, composed of federal employees from NIH and potentially other agencies, will select the winners pending final award decision approval by the Award Approving Official.
Submission packages will be assessed using the following criteria for the relevant track. Each criterion will be rated on a five-point scale from “not at all” to “completely.” Ratings across criteria will be combined to produce a score for each submission.
Scoring criteria
Track 1 – Core Curriculum
Completeness
To what extent does the submission provide a curriculum overview, describe its menopause focus, outline curricular placement with competency alignment, and demonstrate scalability.? To what extent does the submission describe the education or training goals, the educational content being conveyed, the education or training approaches and modalities being used, and the participants being reached?
Menopause Focus
To what extent does the curriculum meaningfully strengthen competency in menopause-related care across settings? To what extent does the program equip learners to recognize, assess, and manage menopause-related conditions?
Diagnostic, Treatment Planning and Coordination of Care
To what extent does the content support accurate diagnosis, individualized treatment planning, and risk–benefit counseling? To what extent does the curriculum promote collaborative care and reflect interdisciplinary roles in menopause management?
Alignment with Evidence-Based Guidelines
To what extent does the curriculum aligned with established clinical guidelines, professional society recommendations, or other recognized frameworks?
Curriculum Design
To what extent does the curriculum convey comprehensive, evidence-based menopause content across physiological, psychosocial, and long-term health domains?
Curricular Placement
Is content thoughtfully integrated (e.g. preclinical vs clinical)? Are competencies and learning objectives clearly defined and mapped to accreditation or professional standards? To what extent does the placement support staged skill development appropriate to learner level?
Engaging Diverse Audiences of Learners
Is the intended learner population clearly defined, and does the curriculum appropriately address their scope of practice and training level? To what extent does the opportunity leverage education and training approaches and modalities that are tailored to effectively deliver educational content to the target audience(s)? Are the instructional strategies (e.g., didactic, case-based, simulation, clinical training, online modules) appropriate, well-designed, and suited to the learner population?
Potential for Broader Dissemination and Uptake
To what extent does the submission document effective implementation of the opportunity to date? To what extent does the opportunity have the potential to be disseminated effectively to reach broader audiences? Are there resources, interest, or need to suggest the opportunity has the potential for dissemination and uptake?
Innovativeness
How innovative is this educational or training opportunity, in educational content, teaching approaches and modalities, and participants? To what extent do innovations in this opportunity deliver unique content, enhance uptake of educational content, or increase access to the opportunity for larger or more varied audiences?
Scoring criteria
Track 2 - Specialty-Specific Competencies
This track will include all criteria listed in Track 1 – Core Curriculum and:
Specialty based care
To what extent does the submission convey impact of menopause within the specialty? To what extent does the submission detail the unique interplay of menopause within the specialty? Are the unique care, treatment plans or education discussed for that specialty?
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