Medical Education Activity Research Articles

Extracurricular activities in medical education: an integrative literature review

BackgroundThe importance of extracurricular activities (EAs) has been emphasized in medical education. These activities could enhance medical students’ emotional and physical health and afford them developmental opportunities. Despite the growing amount of research related to this theme, few studies review and synthesize the existing literature. This study aims to provide an understanding of the educational implications of EAs in medical colleges and constructs an integrated conceptual framework concerning their types and learning outcomes by literature review.MethodsAn integrative literature review was conducted following Torraco’s method, with the aim to generate a new framework for the given topic. The authors utilized Scopus and PubMed as databases, using search terms “extracurricular,” “medical,” and “students.” Initially, titles and abstracts were screened to include relevant studies, and the researchers verified the eligibility of the articles by following the inclusion and exclusion criteria. Of the 263 articles identified, 64 empirical studies were selected for further review.ResultsEAs in undergraduate medical education can be classified into direct extracurricular activities and indirect extracurricular activities, the latter of which is sorted into nine sub-categories. We identified seven main categories regarding the learning outcomes of EAs. In addition to general activities (e.g., pro-social activities, team sports), some distinctive activities such as research have been largely addressed in previous studies. The results of EAs were discussed in relation to academic growth, career development, and psychological experiences.ConclusionsThis review identified the types and learning outcomes of EAs in the context of medical education, thereby suggesting ways to improve the quality of EAs and maximize their educational effects.

Diagnostic Imaging in Evaluation of Aortic Dissection

Dr. Omar is Chief Resident, Department of Radiology, Detroit Medical Center, 4201 St. Antoine, 3J-2, Detroit, MI 48201, E-mail: [email protected]; and Dr. Abidov is Professor, Department of Radiology, John D. Dingell VA Medical Center, Detroit, Michigan. After participating in this educational activity, the radiologist should be better able to identify risk factors, epidemiology, clinical presentation, imaging characteristics, and pathophysiology of aortic dissection and describe associated complications. Dr. Abidov is a recipient of grant/research funding from Astellas Pharma. Lippincott CME Institute has identified and mitigated all relevant financial relationships regarding this educational activity. The remaining author, faculty, and staff have no relevant financial relationships with any ineligible organizations. The FDA has not approved gadolinium contrast for use in DE-CMR as discussed in this article. Please consult the product labeling for approved information. Lippincott Continuing Medical Education Institute, Inc., is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. Lippincott Continuing Medical Education Institute, Inc., designates this enduring material for a maximum of 2 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. To earn CME credit, you must read the CME article and complete the quiz and evaluation on the enclosed answer form, answering at least seven of the 10 quiz questions correctly. This continuing medical education activity expires on April 14, 2025.

Analysis of treatment approaches and the efficiency of application of a decision support program in polyclinic practice during the covid-pandemic period

Introduction. The issues of rational treatment of a new coronavirus infection (NCI), compliance of medical prescriptions with current clinical recommendations have been extremely relevant since the beginning of the pandemic. Of particular importance is the problem of overprescribing antimicrobials.Aim. To analyze the prescriptions of medicines and evaluate the results of the implementation of the medical decision support system (MDSS) among general practitioners and general practitioners of the Belgorod outpatient department in the treatment of NCIMaterials and methods. Treatment regimens for outpatient patients with confirmed or probable COVID-19 infection were studied. The study was carried out in two stages: before and after the implementation of the MDSS: in the main group (MG, departments of the Belgorod polyclinic with the implemented MDSS), 95 episodes of treatment were analyzed before the implementation of the MDSS and 94 after. In the control group (CG, without the introduction of MDSS) – 48 episodes at the 1st and 2nd stages. The prescriptions of the main groups of drugs, their compliance with the recommendations were assessed, the impact of the introduction of MDSS on the applied therapy regimens was assessed. Statistical analysis was performed using four-field and multi-field contingency tables using Pearson’s χ2 test, Fisher’s exact test.Results. The 285 NCI therapy regimens were analyzed. In the course of the study, the structure of drug prescriptions was determined. It was found that against the background of the implementation of the MDSS, the specialists of the MG statistically significantly reduced the unreasonable prescription of antibacterial drugs (from 24.2 to 6.4%, p < 0.001; in the CG, p > 0.05; p(MG-CG) < 0.001), less frequently prescribed anticoagulants (p(MG-CG) > 0.05); significantly less often – systemic glucocorticosteroids (p(MG-CG) < 0.001), the group of mucolitic, bronchodilator and antitussive drugs (p(MG-CG) < 0.01), vitamins (p(MG-CG) < 0.001); significantly more often (p(MG-CG) < 0.05) – local antiseptics and the group of the other drugs . There were no significant differences (p(MG-CG) > 0.05) at the second stage of the study in the use of antiviral, immunomodulatory, non-steroidal anti-inflammatory drugs.Conclusion. Insufficient adherence of medical specialists to recommendations for the treatment of NCI has been established, a number of irrational therapeutic preferences have been identified. We believe that the follow-up medical educational activities, improvement and rational use of MDSS will help improve the quality of management of patients with NCI.

Imaging Characteristics of Müllerian Duct Anomalies and Effects on Outcomes

Dr. Della Grotta is a Resident, and Dr. Johnson is Assistant Professor, Department of Radiology, Wake Forest School of Medicine, Atrium Health Wake Forest Baptist, 1 Medical Center Blvd, Winston Salem, NC 27157; E-mail: [email protected]. After participating in this educational activity, the radiologist should be better able to differentiate Müllerian duct anomalies based on imaging features and explain the potential complications and initial management of the varying subtypes. All authors, faculty, and staff have no relevant financial relationships with any ineligible organizations regarding this educational activity. Lippincott Continuing Medical Education Institute, Inc., is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. Lippincott Continuing Medical Education Institute, Inc., designates this enduring material for a maximum of 2 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. To earn CME credit, you must read the CME article and complete the quiz and evaluation on the enclosed answer form, answering at least seven of the 10 quiz questions correctly. This continuing medical education activity expires on March 14, 2025.

The Journal of Urology® Home Study Course 2023 Volume 209/210.

The Journal of Urology® Home Study Course 2023 Volume 209/210.

Evaluation of medical school faculty members' educational performance in Korea in 2022 through analysis of the promotion regulations: a mixed methods study.

To ensure faculty members' active participation in education in response to growing demand, medical schools should clearly describe educational activities in their promotion regulations. This study analyzed the status of how medical education activities are evaluated in promotion regulations in 2022, in Korea. Data were collected from promotion regulations retrieved by searching the websites of 22 medical schools/universities in August 2022. To categorize educational activities and evaluation methods, the Association of American Medical Colleges framework for educational activities was utilized. Correlations between medical schools' characteristics and the evaluation of medical educational activities were analyzed. We defined 6 categories, including teaching, development of education products, education administration and service, scholarship in education, student affairs, and others, and 20 activities with 57 sub-activities. The average number of included activities was highest in the development of education products category and lowest in the scholarship in education category. The weight adjustment factors of medical educational activities were the characteristics of the target subjects and faculty members, the number of involved faculty members, and the difficulty of activities. Private medical schools tended to have more educational activities in the regulations than public medical schools. The greater the number of faculty members, the greater the number of educational activities in the education administration and service categories. Medical schools included various medical education activities and their evaluation methods in promotion regulations in Korea. This study provides basic data for improving the rewarding system for efforts of medical faculty members in education.

Hacking and Artificial Intelligence in Radiology: Basic Principles of Data Integrity and Security

Dr. Ritenour is Professor, Department of Radiology and Radiological Science, Medical University of South Carolina, 96 Jonathan Lucas St, MSC 323, 210 CSB, Charleston, SC 29425; E-mail: [email protected]. After participating in this educational activity, the radiologist should be better able to describe the principles of artificial intelligence and data security and explain how these features enhance the efficacy and reliability of the diagnostic process. All authors, faculty, and staff have no relevant financial relationships with any ineligible organizations regarding this educational activity. Lippincott Continuing Medical Education Institute, Inc., is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. Lippincott Continuing Medical Education Institute, Inc., designates this enduring material for a maximum of 2 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. To earn CME credit, you must read the CME article and complete the quiz and evaluation on the enclosed answer form, answering at least seven of the 10 quiz questions correctly. This continuing medical education activity expires on February 27, 2025.

A Multimedia Strategy to Integrate Introductory Broad-Based Radiation Science Education in US Medical Schools.

US physicians in multiple specialties who order or conduct radiological procedures lack formal radiation science education and thus sometimes order procedures of limited benefit or fail to order what is necessary. To this end, a multidisciplinary expert group proposed an introductory broad-based radiation science educational program for US medical schools. Suggested preclinical elements of the curriculum include foundational education on ionizing and nonionizing radiation (eg, definitions, dose metrics, and risk measures) and short- and long-term radiation-related health effects as well as introduction to radiology, radiation therapy, and radiation protection concepts. Recommended clinical elements of the curriculum would impart knowledge and practical experience in radiology, fluoroscopically guided procedures, nuclear medicine, radiation oncology, and identification of patient subgroups requiring special considerations when selecting specific ionizing or nonionizing diagnostic or therapeutic radiation procedures. Critical components of the clinical program would also include educational material and direct experience with patient-centered communication on benefits of, risks of, and shared decision making about ionizing and nonionizing radiation procedures and on health effects and safety requirements for environmental and occupational exposure to ionizing and nonionizing radiation. Overarching is the introduction to evidence-based guidelines for procedures that maximize clinical benefit while limiting unnecessary risk. The content would be further developed, directed, and integrated within the curriculum by local faculties and would address multiple standard elements of the Liaison Committee on Medical Education and Core Entrustable Professional Activities for Entering Residency of the Association of American Medical Colleges.

Physicians' continuing medical education activities and satisfaction with their ability to stay current in medical information and practice: A cross-sectional study.

Little is known about physicians' approaches to continuing medical education (CME) for continuing professional development despite the rapid evolution of CME offerings. We sought to identify the extent to which demographic, career, and experiential CME-activity variables were independently associated with physicians' satisfaction with their ability to stay current on medical information and practice. Using the 2019 Association of American Medical Colleges' National Sample Survey of Physicians data, we ran multivariable logistic regression models examining demographic, career, and experiential (participation in 11 CME activities in the past year) variables for their associations with physicians' satisfaction (satisfied vs. not satisfied/neutral) with their ability to stay current. Of 5926 respondents, 90% (5341/5926) were satisfied with their ability to stay current. Significant (each two-sided p < 0.05) predictors of respondents who were satisfied included (among others) a surgery specialty (vs. primary care; adjusted odds ratio [AOR] = 1.41, 95% confidence interval [CI] = 1.06-1.88), an academic affiliation (vs. none; AOR = 1.35, 95% CI = 1.10-1.66), and participation (vs. no participation) in each of professional meetings (AOR = 1.31, 95% CI = 1.07-1.60) and journal-based CME (AOR = 1.29, 95% CI = 1.07-1.56). Respondents who self-identified as a race/ethnicity underrepresented in medicine (vs. white; AOR = 0.68, 95% CI = 0.48-0.97) and were between ages 40 and 49 years (vs. 50-59; AOR = 0.74; 95% CI = 0.58-0.94) were less likely to be satisfied. Gender, board certification status, and medical degree type did not independently predict satisfaction (each p > 0.05). We observed independent associations between physicians' satisfaction with their ability to stay current in medical information and practice and each specialty, academic affiliation, race/ethnicity, age, and CME activity type (for 2 of 11 examined). Findings may be relevant to organizations and institutions designing and implementing CME activities in the current context of COVID-19 pandemic-related in-person activity limitations and can inform targeted interventions addressing differences in the satisfaction we observed to better support physicians' CME.

On the advantages and disadvantages of virtual continuing medical education: a scoping review.

With the COVID-19 pandemic, most continuing medical education activities became virtual (VCME). The authors conducted a scoping review to synthesize the advantages and disadvantages of VCME to establish the impact of this approach on inequities that physicians face along the intersections of gender, race, and location of practice. Guided by the methodological framework of Arksey and O'Malley, the search included six databases and was limited to studies published between January 1991 to April 2021. Eligible studies included those related to accredited/non-accredited post-certification medical education, conferences, or meetings in a virtual setting focused on physicians. Numeric and inductive thematic analyses were performed. 282 studies were included in the review. Salient advantages identified were convenience, favourable learning formats, collaboration opportunities, effectiveness at improving knowledge and clinical practices, and cost-effectiveness. Prominent disadvantages included technological barriers, poor design, cost, lack of sufficient technological skill, and time. Analysis of the studies showed that VCME was most common in the general/family practice specialty, in suburban settings, and held by countries in the Global North. A minority of studies reported on gender (35%) and race (4%). Most studies report advantages of VCME, but disadvantages and barriers exist that are contextual to the location of practice and medical subspecialty. VCME events are largely organized by Global North countries with suboptimized accessibility for Global South attendees. A lack of reported data on gender and race reveals a limited understanding of how VCME affects vulnerable populations, prompting potential future considerations as it evolves.

Entrustable professional activities in undergraduate medical education: A needs assessment of medical students and faculty

Entrustable professional activities in undergraduate medical education: A needs assessment of medical students and faculty

@MondayNightIBD and the Expanding Gastroenterology Twitterverse: A Study on Continuing Medical Education on #GITwitter.

@MondayNightIBD provides weekly continuing medical education (CME) activities focused on inflammatory bowel diseases to clinicians on Twitter. Given its novelty, we assessed whether @MondayNightIBD improves learner knowledge and leads to practice change. We also examined whether inflammatory bowel disease topics addressed in @MondayNightIBD are aligned with entrustable professional activities (EPA) set forth by national gastroenterology societies. @MondayNightIBD CME sessions from February 2020 (date the handle was accredited to provide CME) to May 2021 were analyzed. Preactivity and postactivity knowledge was assessed for average score improvement using the Student t test and Cohen d effect size. Postactivity surveys examined for learners' perceptions of whether activities met educational goals and affected willingness to change clinical practice using descriptive percentages. In addition, activities from April 2019 (date of @MondayNightIBD inception) to May 2021 were assessed for whether they address EPA set forth by national gastroenterology societies. Learners' knowledge improved after @MondayNightIBD activities with average preactivity correct answers of 58% to a postactivity average of 79% ( P < 0.001). Greater than 95% of learners found that activities met learning objectives and enhanced knowledge. A total of 92% of learners were committed to practice change because of their @MondayNightIBD participation. Finally, 78% of EPA set forth by a national gastroenterology society have been covered by @MondayNightIBD since its inception. @MondayNightIBD is a Twitter-based CME activities platform for gastroenterologists and other clinicians that is embraced by learners, improves knowledge, and encourages practice change. Topics covered during @MondayNightIBD are aligned with EPA set forth by national gastroenterology societies. @MondayNightIBD is a successful model of social media medical education and a novel approach to effectively provide evidence-based CME.

The Role of Entrustable Professional Activities in Competency-based Medical Education for Anesthesiology Residents: A Pilot Phase.

After graduation, physicians should be able to provide professional and safe services without the need for supervision by their clinical professors, mandating a competency-based medical education (CBME) approach. This study aimed to develop a national model of entrustable professional activities (EPAs) based on our experiences in the Department of Anesthesiology and Critical Care (DACC), Shahid Beheshti University of Medical Sciences (SBMU). The primary EPA design plan was designed in a 10-step model as a career roadmap for the project. The texts were prepared according to a consensus-based approach. On the other hand, the texts were reviewed and revised by a broad team of faculty in a daily workshop. The final product included 14 topics for EPA as the first round of targeting topics for anesthesiology residents. The texts were developed using previous studies and were standardized considering national standards. We described a clear path toward designing and implementing EPAs in anesthesiology residency programs to improve the quality of the graduated residents. Though the basic theory is the same, each country needs its formula for implementing the process.

"I really liked the chance to talk about it": Students' Reflections on the Process of Completing Paper Puzzles, a Novel Active Learning Activity.

Research shows active learning is an effective teaching method. However, few qualitative studies explore medical student perceptions of the active learning process. The present study explored what students thought about while completing paper puzzles, an active learning tool used at the University of Utah School of Medicine, to understand what and how medical students think while engaged in active learning. To investigate second-year medical students' attitudes toward these active learning exercises, three Zoom-based focused groups were held and recorded throughout the course. Recordings were transcribed and coded using thematic analysis. Students reported that peer interactions were of high value, and that while some interactions and thought processes were action-oriented, others were more metacognitive. Other benefits of the activity included promotion of learning, provision of structure, and designation of high-yield concepts. Challenges included feelings of confusion, problems with timing or difficulty of the tasks, and low utility without adequate preparation. These findings reflect student-acknowledged pros and cons of active learning described in education literature and add further insight into the thoughts and conversations students have during active learning activities. These include practicing metacognitive skills, triaging information, and learning from peers. These data further elucidate student perceptions of active learning activities in medical education. Though focused on a specific activity, the data can help medical educators understand what students appreciate about active learning and what they think about while engaged in such activities. The online version contains supplementary material available at 10.1007/s40670-022-01682-y.

Engaging Continuing Medical Education Reveals Persisting Knowledge and Practice Gaps in FLT3-Positve AML

Introduction: Given the rapid evolution of testing and treatment of FMS-like tyrosine kinase 3 (FLT3)-positive AML, oncology providers are challenged by how to administer the latest evidence-based care. Additionally, while the use of patient-reported outcomes (PROs) can improve patient care, they are underutilized in oncology practice An interactive continuing medical education (CME) activity was provided to assess baseline attitudes and practice patterns while also addressing identified gaps in knowledge and skills regarding the management of patients with FLT3-positive AML. Methods: Vindico Medical Education provided a web-based CME activity available on myCME.com and for credit from December 31, 2021 to December 30, 2022. The activity included opportunities for interaction with the content to encourage engagement, transfer knowledge, improve confidence, and assess current practice patterns. Impact of education was measured by comparing paired pre- and post-test responses. Results: As of July 2022, 216 hematology/oncology providers who each see an average of 8 patients with AML per month participated in the education. These providers scored an average 26% on a pretest for topics related to the evaluation of patients with AML the impact of FLT3 mutations on prognosis and management, and the use of PROs in practice. Post-learning, providers scored 49%, highlighting the impact of the education on knowledge gaps, but also demonstrating persisting gaps. Specifically, post-test scores remained lowest regarding the implications of FLT3 mutations on patient outcomes and treatment strategies for these patients. Notably, while 65% of these providers indicated that they were guessing on the pre-test, the percentage of those who were confident and correct on the post-test rose from 1% to 18%, demonstrating a sharp rise in confidence. However, these persisting knowledge and confidence gaps translated to practice gaps - only 40% currently report performing mutational analysis at relapse for patients with AML. Moreover, only 51% were familiar with FLT3 MRD testing and providers lacked consensus regarding first- and subsequent-line treatment for FLT3-positive patients. Forty-seven percent noted an uncertainty regarding optimal combinations and sequencing as the primary challenge they face when selecting treatment for these patients. While knowledge and confidence scores regarding the use of PROs were high, only 16% always use PROs in practice, with patient non-compliance as the biggest barrier to implementation. Conclusion: Hematology/oncology providers lack knowledge and confidence regarding testing and management of patients with FLT3-positive AML, which translates to practice gaps. While the use of interactive CME led to robust gains in knowledge and confidence, further education is needed to address persisting gaps regarding testing and management of patients with FLT3-positive AML. Moreover, skills-based training and patient resources are needed to facilitate the use of PROs in clinical practice.

Abstract 9330: Improving Knowledge, Competence, and Confidence of Physicians Related to Antithrombotic Therapy in Cardiovascular Disease With Curriculum-Based Online Education

We sought to determine if a curriculum of online continuing medical education (CME) activities presented in multiple delivery formats could improve the clinical knowledge, competence, and confidence of cardiologists related to the use of antithrombotic therapy in patients with chronic CAD, PAD, and VTE. The curriculum consisted of 13 online, CME-certified activities in multiple delivery formats. Education effect was assessed with a repeated pairs pre-/post-assessment study including a 3-item, multiple choice, knowledge/competence questionnaire and one confidence assessment question, with each participant serving as his/her own control. To assess changes in knowledge, competence, and confidence data from all clinicians who completed both pre- and post-questions were aggregated across activities and stratified by learning theme. McNemar’s test or paired samples t-test (P &lt;.05) assessed educational effect. The activities launched from March 24, 2021 to August 2, 2021 and data were collected for up to 12 weeks for each activity. The education reached 4,847 cardiologists. Overall, there were significant relative improvements in knowledge/competence (35%, P &lt;.001). related to understanding of recent clinical trial data regarding the use of antithrombotic therapy in patients with chronic CAD/PAD, understanding of the latest guideline-based recommendations for the use of antithrombotic therapy in patients with chronic CAD/PAD, understanding of the latest guideline-based recommendations for VTE prophylaxis in hospitalized medically ill patients, tailoring antithrombotic therapy in patients with chronic CAD/PAD, and individualizing VTE prevention strategies in hospitalized medically ill patients. Pre-vs-post gains in confidence were seen for tailoring antithrombotic therapy in patients with chronic CAD/PAD (50% improvement, P &lt;.001); Individualizing VTE prevention strategies in hospitalized medically ill patients (83% improvement, P &lt;.001). The online, CME-certified curriculum resulted in significant gains in knowledge/competence and confidence among cardiologists. These results demonstrate the effectiveness of curriculum-based education designed to address specific gaps in care.

ODP603 Impact of CME at Improving Knowledge, Competence and Confidence Related to Management of Cushing Disease

Abstract Introduction We sought to determine if an online continuing medical education (CME) activity could improve knowledge, competence and confidence of primary care physicians (PCPs) and endocrinologists (endos) related to management of patients with Cushing disease (CD). Methods Educational design included a "test, then teach" approach to elicit cognitive dissonance, with evidence-based feedback provided following each learner response. A repeated pairs pre-/post-assessment study design was used and McNemar's test (5% significance level, P .8 large). The activity posted June 22, 2021, and data were collected through August 27, 2021. Results Overall, 74% of PCP learners (N=468, Cohen's d=.96) and 75% of endo learners (N=81, Cohen's d=1.14) improved their knowledge/competence(both P Presentation: No date and time listed

ODP565 Success of CME at Improving Knowledge and Confidence Related to CGM Use in Patients with T2D

Abstract Introduction We sought to determine if an online continuing medical education (CME) activity could improve knowledge and competence of diabetologists/endocrinologists (D/Es) and primary care physicians (PCPs) related to interpreting and applying ambulatory glucose profile (AGP) data to patient management regimens for type 2 diabetes (T2D). Methods Education design included a “test, then teach” approach to elicit cognitive dissonance, with evidence-based feedback provided following each learner response. The activity launched May 11, 2021, and data were collected through August 12, 2021. Results Matched learner data indicate that overall, 29% D/Es learners’ responses and 36% of PCPs learners’ responses improved from pre-to-post. Conclusions This study demonstrates the success of interactive, case-based, online CME on improving competence and confidence of D/Es and PCPs, related to interpretation and application of AGP data. Case-based education with interactive polling questions and detailed explanations related to best choices should be employed more often to help clinicians apply knowledge/data into practice to improve patient management and care. Presentation: No date and time listed

ODP566 Success of CME at Improving Knowledge, Competence and Confidence Related to Guideline-Based Diagnosis and Management of Acromegaly

Abstract Introduction We sought to determine if a series of online continuing medical education (CME) activities could improve knowledge, competence and confidence of primary care physicians (PCPs) and endocrinologists (endos) related to guideline-based diagnosis and management of patients with acromegaly. Methods The effect of two (2) separate online, 30-minute, CME-certified roundtable discussions among 3 faculty were analyzed to determine efficacy. The activities posted December 16, 2020, and May 19, 2021, and data were collected for 3 months for each activity. Results Overall, 42% and 30% of PCP learners and 20% and 43% of endo learners improved their knowledge/competence. Conclusions This study demonstrates the success of 2 online, 30-minute roundtable discussions on improving knowledge, competence, and confidence of both PCPs, and endocrinologists regarding guideline-based diagnosis and management of acromegaly, with gaps identified for future education. Presentation: No date and time listed

ODP568 Success of CME at Improving Knowledge, Competence and Confidence Related to Diagnosing and Treating Hypophosphetemic Bone Disease

Abstract Introduction We sought to determine if an online continuing medical education (CME) activity could improve knowledge and competence of endocrinologists (endos) and rheumatologists (rheums) related to diagnosis and treatment of patients with hypophosphatemic bone disease. Methods The effect of an online, 30-minute, CME-certified roundtable discussion among 3 faculty was analyzed to determine efficacy. The activity posted November 4, 2020, and data were collected through February 4, 2021. Results Overall, 33% of endo learners and 48% of rheum learners improved their knowledge/competence. Conclusions This study demonstrates the success of an online 30-minute roundtable discussion on improving knowledge, competence, and confidence regarding diagnosis and treatment of hypophosphatemic bone disease, with gaps identified for future education. Presentation: No date and time listed