Transforming Menopause Education. Advancing Women’s Health.

In Webinar 1 we will discuss the challenge overview, background, eligibility, submission requirements, tracks, and evaluation criteria.

COMMIT Challenge Informational Webinar

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Q&A Forum

Participation Agreement

Phase 1

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?

Completeness

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?

Menopause Focus

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?

Diagnostic, Treatment Planning and Coordination of Care

To what extent does the curriculum aligned with established clinical guidelines, professional society recommendations, or other recognized frameworks?

Alignment with Evidence-Based Guidelines

To what extent does the curriculum convey comprehensive, evidence-based menopause content across physiological, psychosocial, and long-term health domains?

Curriculum Design

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?

Curricular Placement

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?

Engaging Diverse Audiences of Learners

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?

Potential for Broader Dissemination and Uptake

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?

Innovativeness

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?

Specialty Based Care

I certify that I have the authority to register for this Challenge on behalf of the entity named in this registration; that the entity meets the eligibility criteria stated in the Announcement of Requirements and Registration for this Challenge; and that the entity agrees to comply with the official rules and requirements of the Challenge and that participation in this Challenge constitutes full and unconditional agreement to abide by them.

I have read and understand the official eligibility criteria, rules, and requirements of the Challenge as stated in the Participation Agreement. I agree that to participate in the Challenge, I must comply with the official eligibility criteria, rules, and requirements and that my participation in this Challenge constitutes my full and unconditional agreement to abide by them.

INCLUDE Voices: Research in Action Challenge

All submissions must follow the format and instructions described below. Consist of a single PDF ﬁle with page size set to 8.5” x 11” and at least 1-inch margins Use a font no smaller than 11-point Arial and line spacing no less than 1.0 Be written in English Title and Executive Summary not to exceed one page and included as the ﬁrst page of the PDF ﬁle Not use the HHS logo or official seal or the logo of NIH in the entries and must not claim federal government endorsement. The Curricula Description and Executive Summary are limited to 20 pages, the toolkit is limited to 5 pages, and the appendix is limited to 10 pages. An appendix is optional.

COMpetency in Menopause & Integrated Therapy (COMMIT) Challenge

This track supports evidence-based menopause curriculum applicable across all health professions. The objective is to establish foundational competencies for providers in all ﬁelds who encounter patients in midlife and beyond. Curricula must be competency-based, aligned where possible with accreditation standards, and of sufficient depth and duration to ensure measurable proﬁciency. Interprofessional models and demonstrated implementation with learner assessment are strongly encouraged. The emphasis is on scalable modules that can be adopted nationally.

***Core content should include:***

* Physiology of the menopausal transition
* Common symptoms
* Cardiometabolic and bone health
* Cancer survivorship considerations or treatment induced menopause
* Principles of menopause hormone therapy and non-hormonal management
* Risk assessment and contraindications
* Communication and shared decision-making

Core Curriculum

This track supports advanced or role-speciﬁc curricula tailored to particular disciplines. While Track 1 establishes foundational knowledge, Track 2 deﬁnes the additional competencies required within speciﬁc scopes of practice. Submissions should articulate clear specialty-aligned competencies and corresponding assessment strategies. Competitive entries will demonstrate alignment with relevant professional standards and show how specialty content builds on the core curriculum to support coordinated, team-based care.

***Examples of specialty speciﬁc competencies include:***

* Complex hormone therapy management in obstetrics and gynecology
* Gastrointestinal health
* Longitudinal risk management in primary care
* Mental health, alcohol use and substance use
* Menopause considerations in cardiology, endocrinology, oncology, and psychiatry
* Metabolic health and weight management
* Musculoskeletal health and physical ﬁtness; exercise
* Nutrition
* Pharmacologic management
* Symptom management and care coordination in nursing and allied health ﬁelds
* Pelvic ﬂoor dysfunction
* Ocular health and vision
* Dental, craniofacial, and oral health

Amount of the Prize:

Award Approving Official

Payment of the Prize

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