AB1353-HPR EMPOWERING LEARNERS TO “OWN” THEIR PERFORMANCE: PRESENTING EDUCATIONAL PERFORMANCE DATA BACK TO LEARNERS AS A COMPONENT OF AND RATIONALE FOR SUBSEQUENT EDUCATION

Abstract

Background:Beginning in 2016, RMEI created multiple accredited online education focused on RA and designed for rheumatologists. In 2018, the educational scope expanded to include live meetings, starting with a symposium at EULAR. For all programming from 2016-18 (6 courses, in both live and online settings), educational content was developed based on performance data from the previous RA courses. During the 2019 EULAR symposium, we presented the outcomes findings - from both the 2018 symposium and online courses – to the assembled rheumatologists, identifying ongoing educational gaps observed in their specialty population. The rationale: to create continuity between symposia over time by demonstrating incremental improvements and continuing areas of need, while also endowing learners with a greater sense of ownership and investment in forthcoming educational content.Objectives:To evaluate the impact of presenting learner’s educational performance data to them before education addressing persistent gaps identified in their performance the year prior.Methods:Data collected during the 2018 EULAR symposium was analyzed to understand the underlying drivers impacting poor performance in an identified area of ongoing educational need (cycling versus switching TNF inhibitors). A linear regression model was run including all non-related curriculum, demographic, and evaluation questions as possible drivers against those related low-scoring (at Post-Test) curriculum questions. The content of RMEI’s 2019 symposium at EULAR was developed to address the identified significant drivers to improve population proficiency in cycling versus switching. In addition to developing content based on the above findings, that data was also presented to learners in poster format prior to their participation in the 2019 symposium. During the period between on-site registration and the start of the symposium, attendees had the opportunity to explore data-driven insights, via audio-guided posters located around the meeting room. These insights included discussion of 2018 data analysis, identified drivers of poor performance, introduced the iterative data-driven methodology employed, and rationale behind content development for the 2019 symposium. At the conclusion of the 2019 symposium learners were asked to describe the impact/relevance of being presented with their performance data, their intention of incorporating course content into practice, and what specifically they intended to change.Results:Data was collected on 135 clinicians (primarily physicians who actively treat patients with rheumatoid arthritis) who attended, and participated in, the symposium. With specific regard to the impact of seeing their own data presented back to them, 80% reported that seeing the learner data from the 2018 symposium enhanced their current learning experience. Further, 86% reported that they intended to incorporate course content into their clinical practice. Specifically, this population reported an intent to change their treatment approach and patient education practices.Conclusion:Education is only as effective as the degree to which the audience is engaged. While year over year data from 2016 through 2018 demonstrated that an iterative approach facilitated the meaningful and necessary reinforcement of challenging concepts, learners in prior years were not aware of the methodological underpinnings of the educational offerings. Presenting this population with findings derived from their performance - as a rationale for the education they were about to participate in proved a compelling motivator for active learner engagement, and may have had a positive influence on the degree to which learners implemented course content into their clinical practice.Disclosure of Interests:None declared