A quasi-Experimental study to evaluate the effectiveness of a structured teaching program to reduce menopausal transition symptoms in urban perimenopausal women

A BSTRACT Introduction: Menopause is the critical physiological transition in a woman’s life, marked by significant hormonal changes that predispose individuals to various physical, psychological, and metabolic complications. Perimenopause, the transition period preceding menopause, is often accompanied by distressing symptoms that affect quality of life. Despite the global burden of menopausal symptoms, there remains a considerable gap in awareness and management strategies, particularly in urban populations. Structured educational interventions have shown promise in addressing this gap by enhancing knowledge and fostering adaptive coping mechanisms. Objective: To assess the knowledge about reducing the menopausal transition symptoms, among perimenopausal women before and after the Structured Teaching Programme. Methods: A quasi experimental one group pre-test, post-test design conducted among 90 women of age 40–55 years, who were in perimenopausal stage in urban field practice area by simple random sampling method. A validated, semi-structured questionnaire was administered to assess baseline knowledge, followed by an educational intervention on menopausal symptoms, lifestyle modifications, and available management options. Post-intervention assessments were conducted immediately and 4 weeks after the intervention. Data was analyzed using SPSS 28. Results: Before the structured teaching programme, 86.7% of study participant had inadequate knowledge on menopausal transition symptoms. After the structured teaching programme, 78.9% of the study participants showed adequate knowledge and 86.7% of study participants showed adequate knowledge after 4 weeks of intervention. Statistical analysis confirmed a significant improvement in knowledge scores post-intervention ( P < 0.001). However, no significant associations were found between knowledge improvement and most sociodemographic variables, except occupation. Conclusion: This study underscores the efficacy of structured teaching programs in bridging knowledge gaps related to menopausal transition symptoms. By integrating targeted educational initiatives into primary healthcare systems, public health strategies can be strengthened to improve the quality of life for perimenopausal women. Further longitudinal studies are warranted to assess long-term behavioral outcomes.