1499-P: A Structured Educational Intervention Improves Internal Medicine Resident Knowledge and Confidence in Hypoglycemia Evaluation and Management

Introduction and Objective: Hypoglycemia is a common and high-risk complication in hospitalized patients with and without diabetes, yet evaluation and management practices remain inconsistent. We assessed whether a structured educational intervention improves internal medicine residents’ knowledge, confidence, and clinical reasoning in evaluation and management of inpatient hypoglycemia. Methods: The intervention was a 45-minute case-based didactic session focused on hypoglycemia evaluation and management in patients with and without diabetes. The effect was assessed using anonymous pre- and post-intervention surveys administered via Qualtrics. A chi-squared test was conducted for significance testing (p 0.05). Confidence was assessed using a Likert scale. Results: Thirty residents attended the session; 18 completed pre- and 24 completed post-intervention surveys. At baseline, 3% encountered inpatient hypoglycemia frequently, 69% occasionally, and 13% rarely. Confidence in managing hypoglycemia in patients with diabetes improved, with “very confident” responses increasing from 0% to 29% and “not confident” responses decreasing from 31% to 0% (p=0.002). Similar gains were seen for patients without diabetes (0% to 29% very confident, p=0.009). Knowledge improved across multiple domains: identification of Whipple’s triad (56% to 88%, p=0.025), appropriate hypoglycemia management (25% to 83%, p0.001), and diagnostic evaluation in patients without diabetes (44% to 75%, p=0.046). Conclusion: A structured educational intervention improved resident knowledge and confidence in evaluating and managing inpatient hypoglycemia for patients with and without diabetes. These findings highlight the effectiveness of targeted hypoglycemia education and support broader implementation of hypoglycemia curricula to improve inpatient care and patient safety. Disclosure D. He: None. S. Cardillo: None.