Abstract: SA-PO0983
Effects of an Interactive Question-Based Teaching Strategy on Hypertension Management Knowledge in Internal Medicine Residents
Session Information
- Educational Research
October 24, 2026 | Location: Exhibit Hall A, Convention Center
Abstract Time: 10:00 AM - 12:00 PM
Category: Educational Research
- 1000 Educational Research
Authors
- Imtiaz, Rabel Gul, LSU Health Shreveport, Shreveport, Louisiana, United States
- Jain, Shubhika, LSU Health Shreveport, Shreveport, Louisiana, United States
- Morisetti, Phani Purushotham, LSU Health Shreveport, Shreveport, Louisiana, United States
- Sachdeva, Bharat, LSU Health Shreveport, Shreveport, Louisiana, United States
- Sulaiman, Karina, LSU Health Shreveport, Shreveport, Louisiana, United States
Background
Hypertension (HTN) remains one of the most chronic conditions encountered in clinical practice. Approximately 43.9% of adults in Louisiana have hypertension, a prevalence higher than the national average. We conducted a questionnaire on HTN core competencies among internal medicine residents that identified knowledge gaps. Based on these findings, we implemented an interactive educational intervention using a question-based teach-back method to improve resident understanding of hypertension management.
Methods
Nephrologists from our department conducted teaching sessions using a question-based teach-back approach covering key hypertension topics, including the definition of hypertension, first line antihypertensive medications, management of resistant hypertension and selection of antihypertensive medications based on different comorbid conditions. Sessions were held in the ambulatory care clinic during protected educational time consisting of 45-minute small-group cohort discussions. Residents completed pre- and post-session surveys assessing their confidence in managing hypertension. Scale to assess the confidence level ranged from 1 (Not confident at all) to 5 (Extremely confident). An independent T test was applied to the data set for analysis with p values demonstrated in Table 1.
Results
Residents that participated in the pre and post survey were 53 and 26 respectively. There was an improvement in overall average confidence levels in all HTN core competencies (mean difference 0.67, p value <0.001). The highest improvement in average confidence rate was seen in the core competency of the definition of hypertension with a mean difference of 0.86 (p value < 0.001) and selection of medication in Chronic kidney disease patients, with a mean difference of 0.89 (p value < 0.001)
Conclusion
A question-based teach-back strategy appears to be an effective method to address knowledge gaps and improve resident confidence in hypertension management.
Table 1