Continuing Education Initiative Research Articles

Impact of an immersive, interactive medical education initiative on guideline-based retinal disease management knowledge/competence and effectual practice change

BackgroundRetinal diseases, including wet or dry age-related macular degeneration, diabetic macular edema, and diabetic retinopathy (DR), are underdiagnosed and undertreated in the United States. Clinical trials support the effectiveness of anti-vascular endothelial growth factor (anti-VEGF) therapies for several retinal conditions, but real-world data suggest underuse by clinicians, resulting in patients experiencing poorer visual outcomes over time. Continuing education (CE) has demonstrated effectiveness at changing practice behaviors, but more research is needed to understand whether CE can help address diagnostic and treatment gaps.MethodsThis test and control matched pair analysis examined pre-/post-test knowledge of retinal diseases and guideline-based screening and intervention among 10,786 healthcare practitioners (i.e., retina specialists, ophthalmologists, optometrists, primary care providers, diabetes educators, pharmacists/managed care specialists, and other healthcare providers, such as registered nurses, nurse practitioners, and physician assistants) who participated in a modular, interactive CE initiative. An additional medical claims analysis provided data on practice change, evaluating use of VEGF-A inhibitors among retina specialist and ophthalmologist learners (n = 7,827) pre-/post-education, compared to a matched control group of non-learners. Outcomes were pre-/post-test change in knowledge/competence and clinical change in application of anti-VEGF therapy, as identified by the medical claims analysis.ResultsLearners significantly improved knowledge/competence scores on early identification and treatment, identifying patients who could benefit from anti-VEGF agents, using guideline-recommended care, recognizing the importance of screening and referral, and recognizing the importance of early detection and care for DR (all P-values = 0.003 to 0.004). Compared with matched controls, learners’ incremental total injections for anti-VEGF agents for retinal conditions increased more after the CE intervention (P < 0.001); specifically, there were 18,513 more (new) anti-VEGF injections prescribed versus non-learners (P < 0.001).ConclusionsThis modular, interactive, immersive CE initiative resulted in significant knowledge/competence gains among retinal disease care providers and changes in practice-related treatment behaviors (i.e., appropriate consideration and greater incorporation of guideline-recommended anti-VEGF therapies) among participating ophthalmologists and retina specialists compared to matched controls. Future studies will utilize medical claims data to show longitudinal impact of this CE initiative on treatment behavior among specialists and impact on diagnosis and referral rates among optometrists and primary care providers who participate in future programming.

2553. Addressing Knowledge and Practice Gaps in HIV Management with Engaging Continuing Education

BackgroundGiven the rapid evolution of HIV management guidelines and the emergence of new treatment paradigms, infectious disease specialists are challenged to stay current on the latest evidence-based care and how to tailor treatment to optimally meet an individual patient’s needs. To address identified knowledge and practice gaps regarding the care of patients with HIV, an engaging continuing education (CE) initiative was implemented, and the impact of the education on provider knowledge and practice was measured.MethodsVindico Medical Education partnered with Purdue University College of Pharmacy to deliver a highly engaging, 2.0-credit hour, CE initiative at ID week in October 2018. The symposium was comprised of multiple formats, including didactic presentations, case-based discussion, and the gamified segment, Wheel of HIV Knowledge. Coverage of the live program was posted to Healio.com, extending the reach of the education. Analysis of the impact of this education was achieved via pre- and post-test test assessment.Results357 healthcare providers participated in the live session, and 236 have accessed the web activity as of April 2019. The gamified and case-based segments of the live activity engaged on average 70% of learners and revealed insights into current practice patterns and persisting gaps in knowledge regarding the latest, evidence-based HIV care. Across the curriculum, there was a 46% relative increase in knowledge and competence. A total of 223 providers who see on average 15 patients per month with HIV completed the education, resulting in approximately 2,500 patients with HIV per month who are more likely to receive the latest evidence-based care. Moreover, 3 months following the education, 55% of providers reported implementing practice improvements, including applying the latest clinical guidelines and recommendations. Of those providers who implemented changes, 47% observed patient improvements such as improved adherence, satisfaction, and reduced viral loads.ConclusionIn recent years of rapid advances for HIV management, providers are challenged to administer the latest evidence-based care. This study highlights the power of engaging CE to address persisting knowledge and practice gaps toward the delivery of enhanced care for patients with HIV.Disclosures All authors: No reported disclosures.

AMHCA moves to advance profession, focus on people in need

The American Mental Health Counselors Association (AMHCA), in preparing for its upcoming annual meeting, is not only unveiling a new credentialing and continuing education initiative (see story, beginning on page 1), but also intends to ensure members know, through its new vision and new mission, that their ultimate responsibility is to the people they serve.

AMHCA launches new credentialing, CE office for clinical MH counselors

As members of the American Mental Health Counselors Association (AMHCA) prepare to embark on their annual conference this week, officials have announced plans to launch a new credentialing and continuing education initiative and release a new guide that addresses key components of the clinical mental health counseling profession.

Lessons From a New Continuing Education Mandate: The Experience of NASW-NYC

ABSTRACTThe New York City Chapter of the National Association of Social Workers (NASW-NYC), one of the largest in the country, launched a continuing education initiative in 2015 in response to passage of a new statute mandating that all MSW-level state licensed social workers begin accumulating approved hours of continuing education as a requirement for triennial licensure renewal. This article presents the NASW-NYC Chapter’s response, along with the results of a participant evaluation of the conference launched by NASW-NYC to meet this new professional need.

Better Care Teams: A Stepwise Skill Reinforcement Model.

The Building Healthy Urban Communities initiative presents a path for organizations partnering to improve patient outcomes with continuing education (CE) as a key component. Components of the CE initiative included traditional CE delivery formats with an essential element of adaptability and new methods, with rigorous evaluation over time that included evaluation prior to the course, immediately following the CE session, 6 to 8 weeks after the CE session, and then subsequent monthly "testlets." Outcome measures were designed to allow for ongoing adaptation of content, reinforcement of key learning objectives, and use of innovative concordant testing and retrieval practice techniques. The results after 1 year of programming suggest the stepwise skill reinforcement model is effective for learning and is an efficient use of financial and human resources. More important, its design is one that could be adopted at low cost by organizations willing to work in close partnership. J Contin Educ Nurs. 2016;47(6):283-288.

Hyperglycemia grand rounds: descriptive findings of outcomes from a continuing education intervention to improve glycemic control and prevent hypoglycemia in the hospital setting

Hyperglycemia is common in the hospital in-patient setting and is associated with adverse outcomes. Healthcare professionals (HCPs) often fail to use best practices established to manage this condition or to coordinate care among team members.Objectives: The objective of the Hyperglycemia Grand Rounds (HGR) continuing education initiative was to improve knowledge levels in a team setting, leading to improved clinical competence, evidence-based behaviors, and improved patient care.Methods: To achieve that goal, a four-module seminar series was presented to HCPs on-site in a “Grand Rounds” format at healthcare institutions across the United States. Outcomes data included satisfaction, learning, impact, and intent-to-implement measures at event time and at follow-up. At the site level, detailed questionnaires assessed skill gaps and expected outcomes from administrators at the time the modules were scheduled and the impact after modules were completed. Demographic information allowed identification of HCPs receiving maximum benefits; data on barriers to implementation are reported.Results: Seventy-eight percent of participants self-reported a positive impact on competence, performance, or patient outcomes. Forty percent of learners said they intended to make specific changes in practices. Eighty-two percent of administrators confirmed expected changes in their health system. The follow-up study concurred with the initial findings.Conclusion: The HGR was an effective program in improving self-reported competence amongst attendees that could potentially lead to improved care. This descriptive report summarizes outcomes from 1 year of educational efforts to more than 2000 healthcare professionals.

An Intensive Continuing Education Initiative to Train Social Workers for Military Social Work Practice

Specific standards exist for social work practice with service members, military families, and veterans, whether in civilian or military practice settings. Based on these standards, a continuing education certificate for practitioners was designed with companion military social work coursework in the advanced graduate curriculum and field instruction training modules in the undergraduate and graduate programs. This study examined outcomes for 268 participants in the certificate program using a quasi-experimental posttest-only design. The majority demonstrated mastery of advanced practice knowledge and behaviors in each required content area and in the overall certificate program requirements. Findings suggest that implementation of a large-scale, standard-adherent, and self-supporting military social work certificate is feasible and can support sustained evidence-based practice with military populations.

AB1379 Evaluation of interprofessional patient-centred collaborative practice behaviour and perceptions following an intensive continuing education initiative in arthritis care

BackgroundThe Advanced Clinician Practitioner in Arthritis Care (ACPAC) program prepares expereinced physical therapists and occupational therapists for extended practice roles.ObjectivesThis study assessed the practice behaviour and perceptions of ACPAC program-trained...

North Carolina Gerontology Consortium Continuing Education Initiative

North Carolina Gerontology Consortium Continuing Education Initiative

The Texas Training Initiative for Emergency Response (T-TIER)

Recognizing the need to prepare the broader workforce of responders to plan and respond to the consequences of public health emergencies, the School of Rural Public Health at Texas A&M University Health Science Center launched a self-supporting, continuing education initiative in March 2003, designed to offer training to individuals throughout Texas with responsibility for emergency planning, preparedness, and response. The Texas Training Initiative for Emergency Response (T-TIER) fosters the integration and collaboration of key organizations and disciplines, using the Centers for Disease Control and Prevention-identified competencies by focus area. T-TIER is designed as a three-module training initiative that builds upon the knowledge, skills, and abilities that participants acquire in each preceding module. To increase efficacy, T-TIER uses multiple training methodologies, including live presentations, hands-on practical activities, tabletop exercises, and on-site or televideo conference technology. This unique, multidisciplinary approach enhances respect and collaboration among the various disciplines, limiting unilateral emergency preparedness planning and response at the national, state, and local levels. The next step in disseminating this training curriculum is the adaptation of materials using distance education technologies to reach a broader audience, both in Texas and other states across the nation.

Meeting the Challenge of Organisational Change: An Australian Continuing Education Initiative for Libraries

(1994). Meeting the Challenge of Organisational Change: An Australian Continuing Education Initiative for Libraries. Australian Academic & Research Libraries: Vol. 25, No. 3, pp. 182-192.

Varying the format of CDE: Practitioners' perceptions of need and usefulness

Continuing dental education (CDE) is the primary learning mechanism for practicing dentists. Consequently, practitioners' perceived need for CDE and their assessment of its usefulness should be continually evaluated. These issues were addressed during a continuing education initiative on fissure sealants. Of 677 dentists who were offered CDE and responded to pre- and post-intervention surveys, 78% selected one of three formats offered: a formal continuing education course, mailed written materials and a videotape, or mailed written materials only. Participants also received a monthly newsletter and patient teaching aids (tooth models). About 8% of the dentists declined the CDE offer, while 15% did not respond to the offer. Participants and nonparticipants did not differ by age, mean years since graduation from dental school, office staffing patterns, or numbers of young patients. At follow-up, all groups that participated demonstrated a significant gain in knowledge compared to dentists who did not respond to the CDE offer. Selection of a CDE format seemed to parallel a participant's perceived need for education. Dentists who participated in the CDE courses made the greatest gains in knowledge at follow-up, with the second greatest gains being made by the Written Material and Videotape subgroup. Asked to rank the usefulness of program components, participants considered the newsletter and the tooth models to be useful; journal articles were not considered to be very useful. CDE constructed with varying formats can facilitate matching of content and educational need, increase participation, and enhance the likelihood of successful program outcomes.