Online Continuing Medical Education Research Articles

Codesigning Online Continuing Medical Education on Social Health Integration and Social Risk-Informed Care for Primary Care Providers.

Adapting clinical care decisions for patient-reported social risks is essential to social health integration and patient-centered care. Most research in this area focuses on awareness and assistance (social-needs-targeted care), such as screening and referral to food, financial, and other resources. Limited evidence for adjustment strategies (social risk-informed care) or adapting care for social risks made it difficult for Kaiser Permanente to implement new initiatives. This article describes a co-design process to build a novel, adjustment-focused continuing medical education course. The authors co-developed the online continuing medical education course with patients and clinicians using user-centered design. Transcripts from co-design activities were coded and analyzed by thematic analysis to identify major themes, including perceptions of social risk-informed care and barriers to care adjustment. Practical hurdles for implementing social risk-informed care emerged, including clinicians' concerns about the ethics of adjustment as substandard care, particularly without robust assistance activities. However, patients expressed a desire for their care to be adapted to their social circumstances, to allow for more realistic care plans. Implementation barriers identified from the co-design were addressed through an interactive, case-study approach. Existing evidence on contextualized care and shared decision making informed a general framework for primary care providers to engage in awareness and adjustment activities, paired with 3 interactive case studies based on real-world, clinician-supplied scenarios. The authors recommend that multiple stakeholder perspectives be incorporated during the development of social health integration initiatives, particularly adjustment. Education complemented by active, nuanced, flexible implementation strategies may be necessary for the successful uptake of care-delivery-based social health integration activities.

Significant improvement of physicians' knowledge and clinical practice: an opportune, effective, and convenient continuing medical education program on functional dyspepsia.

This cohort study aimed to explore the effect of a one-day online continuing medical education (CME) on the improvement of physicians' knowledge and clinical practice on functional dyspepsia (FD). Physicians were invited to participate in this CME via medical education applications. FD training videos made in advance were sent to participants via a weblink. Before and after training, participants were required to finish the FD knowledge test and provide case information of FD patients. McNemar test, Wilcoxon rank-sum test, Freidman test, Chi-square test, quantile regression, and generalized estimating equations (GEE) were used to perform statistical analysis. There were 397 of 430 (92.33%) physicians finished this CME program. The total score of the FD knowledge test after training was significantly higher compared with before training [488.3 (468.3-510.0) vs. 391.7 (341.7-450.0), p < 0.001]. Particularly, physicians from primary hospitals show more increase in total scores than physicians from secondary and tertiary hospitals. According to the GEE model, receiving this online training was an independent predictor of physicians' choice of upper gastrointestinal endoscopy in patients with FD [OR 1.73, 95%CI (1.09-2.73), p = 0.020], especially in PDS. Also, it was an independent predictor of physicians' choice of acid-suppressive drugs in patients with FD [OR 1.30, 95%CI (1.03-1.63), p = 0.026], especially in EPS and PDS overlapping EPS. This one-day online CME program effectively and conveniently improved physicians' knowledge and clinical practice, providing new ideas for future CME and facilitating precise clinical management of FD patients with different subtypes especially in primary hospitals.

Satisfaction and attitudes towards online continuous medical education and its impact on clinical practice among physiotherapists

BackgroundThe traditional face-to-face of medical education is gradually being replaced with online education. However, the rate of adoption of online continuing medical education (OCME) as a learning method among practicing clinical physiotherapists (PTs) is unclear. The objectives of this study were to measure the satisfaction with, attitudes towards, and impact of OCME among practicing clinical PTs in Saudi Arabia (SA) and to examine the factors that affect the findings for satisfaction, attitude, and impact towards OCME.MethodsThis cross-sectional survey was conducted between October 2021 and January 2022. PTs employed at various medical facilities and specialties in Saudi Arabia completed an online survey to assess satisfaction with, attitudes towards, and impact of OCME.ResultsOf the 127 participants, 48 were female (37.8%), 44.1% were aged between 24 and 30 years. Overall, 57.5% of the respondents were satisfied with OCME compared with conventional face-to-face education, and 45.7% agreed and 18.1% strongly agreed that OCME was more flexible. Further, 52.8% of the respondents thought that OCME programs could supplement traditional face-to-face education. The majority of the participants (63.8%) agreed that participating in OCME programs increased their knowledge, and 55.1% and 51.2% agreed that attending these programs improved patient outcomes and increased their confidence in patient management, respectively. However, only 38.6% agreed that participating in OCME programs enhanced their clinical expertise. The mean satisfaction, attitude, and impact scores differed significantly according to age group, marital status, number of years of practice, and specialty (p < 0.0001). Multiple regression analysis showed that older age was independently associated with better satisfaction and more positive attitudes and impact. Further, having a specialization also seemed to improve the impact of OCME.ConclusionThe PTs were satisfied with and had positive attitudes towards OCME, and also found that it had a positive impact on their clinical practice. Thus, existing OCME programs are a good option for expanding the number of PTs proficient in clinical care.

The Perceived Effectiveness of Online vs Physical Continuous Medical Education Sessions among Malaysian Doctors: A Cross-Sectional Study.

Ever since the pandemic, many educational platforms have gone online including Continuing Medical Education (CME). The objective of this study was to identify perceived focus and perceptions of both modes amongst Malaysian doctors. This was a cross-sectional study conducted from May to June 2020 via an online questionnaire. The researchers sent out the questionnaire to doctors via social media to study the perceived focus amongst attendees. We included all those who claimed to have participated in both types of CME previously. The final analysis included 357 respondents. The mean age of respondents was 46.54 (SD:17.52) years and the mean duration of practice was 21.46 (13.61) years. From the total, 46.5% of them were General Practitioners (GPs) and 49.9% were from the private sector. From the total, 60.4% of them participated in the online CME from their homes and 51.7% of them accessed it via their handphones. In a 60-minute CME activity, the perceived ability to focus (focus which participant perceive to have had/attained) in a physical CME was 32.94 (SD: 13.17) minutes and 32.65 (12.61) minutes for online CME (p=0.76). The perceived attention span and participation were better in a physical CME (both p&lt;0.001) and attention was mainly diverted to do other things during the meeting for online CME (p&lt;0.001). Although online CME was convenient during the pandemic, many participants felt they had a shorter attention span, less participation and had some attention diversion during online CME. Improving participation and attention span for online CME is very much needed.

Effects of online continuing medical education on perspectives of shared decision-making among Chinese endocrinologists

BackgroundShared decision-making (SDM) may influence the clinical outcomes of patients with endocrine disorders. There are few studies describing perspectives towards SDM among endocrinologists in China.MethodsIn the first stage, we conducted a national survey using an online questionnaire about SDM among endocrinologists in China. The national survey focused on attitude and propensity, potential barriers, and the effectiveness of SDM implementation strategies. In the second stage, survey participants were further recruited to participate in a prospective cohort study in the online continuing medical education (CME) program of Peking Union Medical College Hospital in Beijing. The Shared Decision-Making Questionnaire (SDM-Q-Doc) was employed to assess the effects of online CME on physicians’ perspectives during the process of SDM, which was conducted before and after the CME course was provided.ResultsIn the national survey, 280 endocrinologists (75.7% female, mean age 38.0 ± 4.5 years, 62.5% with a duration of practice of more than ten years) completed the questionnaire. Participants had a generally positive attitude towards SDM in clinical practice. The main perceived barriers included time consumption, information inequality between doctors and patients, and a lack of technical support and training for SDM. The main uncertainties of implementation steps included inviting patients to participate in SDM (16.3%), assisting in decision-making (15.3%), facilitating deliberation and decision-making (13.7%), and providing information on benefits and risks (12.6%). Of the physicians who participated in the national survey, 84 registered for the eight-day online CME course. The SDM-Q-Doc score increased from 87.3 ± 18.2 at baseline to 93.0 ± 9.3 at the end of the 8-day online CME training (p = 0.003, paired t test). The participants’ age, sex, education level, practice duration, the annual number of patients with rare endocrine diseases, and the annual number of patients requiring MDT or CME were not significantly related to increased SDM-Q-Doc scores after online CME (all p > 0.05).ConclusionsChinese endocrinologists had a generally positive attitude towards SDM in clinical practice. There were also several uncertainties in the implementation steps of SDM. Regardless of a physician’s educational background or prior professional experience, CME may help to improve their perspectives regarding SDM.

Abstract 11876: Impact of Online Continuing Medical Education on Advancing Physician Knowledge and Confidence Around Dual-Pathway Inhibition for Patients With Peripheral Artery Disease

Background: Patients with PAD are at risk for MACE and MALE. Antithrombotic therapy, including DPI can improve patient outcomes. Physicians who care for patients with PAD may require education to improve knowledge and confidence around employing newer treatments. Purpose: This study was conducted to determine if online CME could improve physician knowledge and confidence of advances in DPI for the treatment of patients with PAD. Methods: The educational program consisted of a 15-minute online video-based rapid-fire discussion between 2 experts that launched March 24, 2021-March 24, 2022. Data were collected from participants on March 24, 2022. Four multiple choice questions were used; 3 assessed knowledge and 1 determined confidence with Likert-type scale. Endpoints were assessed using a repeated-pair design with pre-/post-assessment. A paired samples t-test was conducted on overall average number of correct responses for physician knowledge, and a McNemar’s test was conducted at the question level (significance level, P &lt; .05) for confidence. Results: 855 physicians completed the pre-/post-assessment out of 3,825 total physician learners (22%). Physician specialties included general cardiology (28%), vascular cardiology (15%), vascular surgery (15%), other surgery (20%), and primary care (22%). Overall, significant improvements were seen in knowledge of medical treatment for PAD (P&lt;.001), data for the use of factor Xa inhibition to treat PAD (P&lt;.001), and confidence in selecting antithrombotic therapy (P&lt;.001) (Table). Gains in knowledge and confidence were highest amongst vascular specialists compared with non-vascular specialists (Table). Conclusion: This study demonstrates the effect of a 15-minute online video-based CME discussion between 2 expert faculty on knowledge and confidence among providers caring for patients with PAD related to advances in antithrombotic therapy. Continued gaps were identified for future educational targets.

THU004 Impact Of Continuous Medical Education At Improving Knowledge And Confidence Related To New And Emerging Pediatric Growth Hormone Deficiency Treatment Options

Abstract Disclosure: A. Larkin: None. C. Capparelli: None. B.S. Miller: Advisory Board Member; Self; Abbvie, Vertice, Ascendis, Bristol-Myers Squibb, Biomarin, Tolmar, Novo Nordisk, Pfizer, Inc. Research Investigator; Self; Abbvie, Amicus, Aeterna Zentaris, Amgen Inc, OPKO, Alexion Pharmaceuticals, Inc., Lumos, Novo Nordisk, Lysogene, Pfizer, Inc. M.E. Geffner: Consulting Fee; Self; Ferring Pharmaceuticals, Adrenas, Neurocrine Biosciences, Novo Nordisk, Eton, Pfizer, Inc., Nutritional Growth Solutions, Nutritional Growth Solutions. Research Investigator; Self; Novo Nordisk. L.A. Silverman: Consulting Fee; Self; Novo Nordisk, Ascendis, Pfizer, Inc., OPKO Health, Tolmar. Research Investigator; Self; Novo Nordisk, Lumos, Pfizer, Inc. Speaker; Self; Pfizer, Inc. Stock Owner; Self; Johnson &amp;Johnson. Introduction: We sought to determine if an online continuing medical education (CME) activity could improve knowledge and confidence of endocrinologists related to new/emerging treatment options for pediatric growth hormone deficiency (GHD). Methods: The CME intervention comprised a 30-min online video-based roundtable discussion among 3 expert faculty with downloadable slides. The effects of education were assessed for learners completing all 3 knowledge pre- and post-assessment questions using a matched pre-/post-assessment design, with participants serving as their own controls. A paired samples t-test was conducted for significance testing on overall average number of correct responses and for confidence rating, and a McNemar test was conducted at the question level (5% significance level, P &amp;lt;.05). Confidence was assessed in a 4th question using a 5-point Likert scale. The activity posted September 29, 2022, and data were collected through November 20, 2022. Results: Within the 2 months of data collection, 176 endocrinologists participated in the activity, with 36 completing all questions. (To date, 182 endocrinologists have participated as of December 12, 2022) Overall, 22% of endocrinologist learners improved their knowledge and 31% more answered ALL questions correctly after education. On a question-level: 8% of endocrinologists demonstrated improvement and 56% demonstrated reinforcement at recognizing gaps with once-daily pediatric GHD treatment options; 8% of endocrinologists demonstrated improvement and 58% demonstrated reinforcement at identifying efficacy comparisons between current daily and new/emerging once-weekly treatment options; 8% of endocrinologists demonstrated improvement and 56% demonstrated reinforcement at selecting the best strategies for team-based care to improve education and adherence in pediatric patients with GHD; Confidence: Overall, 28% of endocrinologists self-reported increased confidence in understanding the mechanism of once-weekly GHD treatment options, for an average confidence shift of +100% in those who increased confidence (P&amp;lt;.05). Continued educational gaps: 36% of endocrinologists need additional education to appreciate gaps with once-daily pediatric GHD treatments; 33% of endocrinologists need additional education to understand efficacy of once-weekly GHD treatment options; 17% of endocrinologists need additional education regarding team-based care of pediatric patients with GHD. Conclusion: This study demonstrates the success of an interactive, 30-min online CME on improving knowledge confidence of endocrinologists regarding once-weekly GHD treatment options, with gaps identified for future education. Presentation: Thursday, June 15, 2023

Diabetes care and education training audit for primary care physicians across 47 counties of Kenya: A pre-post intervention study

IntroductionThe purpose of the study was to evaluate the effectiveness of an online continuous medical education programme for Primary Care Physicians (PCPs) in improving diabetes management in Kenya. MethodsA pretest-post-test design was used to assess the change in knowledge across multiple modules and the overall change in the confidence level of the PCPs in managing people living with diabetes. The study was non-randomised. Course participants were nominated by local scientific associations. ResultsOut of a total of 1750 nominated participants, 1286 completed the training. A statistically significant (p=<0.001) change in knowledge and overall confidence was observed for each of the 8 modules of the training programme. Cohen’s D effect size was calculated as 2.20 and 1.40 for change in knowledge and confidence levels, respectively. DiscussionWeb-based training is an effective way to improve the knowledge and self-reported confidence of PCPs involved in the management of diabetes. This web-based model can support the training needs of PCPs at a pace and time to suit their situation. Similar evidence-based programmes should be considered and field-tested for other healthcare professionals working in the management of diabetes.

1025-P: Success of Interactive, Online Education Related to Screening and Staging Type 1 Diabetes

Objective: Determine if interactive, case-based, online continuing medical education (CME) improves the competence and confidence of diabetologists/endocrinologists (D/Es) and pediatricians on staging T1D. 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 and a McNemar’s test (P &amp;lt;.05 is considered significant) assessed educational effect, with Cohen’s d being used to assess educational impact (&amp;lt;0.2 modest effect, 0.2-0.49 small effect, 0.5-0.79 moderate effect and &amp;gt;0.8 extensive effect). The activity launched July 29, 2022 and data were collected through October 6, 2022. Results: 77 D/Es and 160 pediatricians were included in the analysis. Matched learner data indicate that overall, 77% D/Es and 76% of pediatricians improved their competence from pre-to-post (both P&amp;lt;.0001 with extensive overall impacts in both groups 0.9-1.06) On a question-level: 56% of D/Es (P&amp;lt;.001) and 48% of pediatricians (P&amp;lt;.001) improved at appropriate screening of high-risk patients for T1D 27% of D/Es (P&amp;lt;.001) and 31% of pediatricians (P&amp;lt;.001) improved at educating caregivers about screening of siblings at risk of T1D 51% of D/Es (P&amp;lt;.001) and 51% of pediatricians (P&amp;lt;.001) improved at staging of patients with T1D based on test results Overall, 60% of D/Es and 61% of pediatricians reported increased confidence in staging patients with T1D, for an overall confidence shift of +75% in D/Es and +96% in pediatricians with increased confidence. Conclusion: Interactive, case-based, online CME is successful at improving competence and confidence of D/Es and pediatricians related to staging of at-risk patients for T1D. Case-based education with interactive polling questions and detailed explanations related to best choices should be employed more often to help clinicians apply guidelines into practice to improve patient care. Disclosure A.Larkin: None. A.Le: None. Funding Provention Bio, Inc.

Online CME Effectively Improves Obstetrician–Gynecologists' Clinical Knowledge and Confidence Related to Cytomegalovirus [ID: 1368765

INTRODUCTION: We sought to determine whether an online continuing medical education (CME) series could improve the clinical knowledge and confidence of obstetrician–gynecologists related to cytomegalovirus (CMV). METHODS: Two online, 30-minute panel discussions, with educational effects assessed for matched learners completing all pre/post questions. The McNemar's test assessed differences from pre to post (P&lt;.05 are statistically significant). The activities launched in March and April 2022, and data were collected for 3 months for each activity. RESULTS: Overall, 50–51% of obstetrician–gynecologists demonstrated improvements. For activity 1 (N=147), 31% improved at recognizing the burden of CMV (P&lt;.01, 44% need additional education); 20% improved at selecting CMV acquisition risk reduction strategies (P&lt;.01, 25% need additional education); 24% improved at identifying complications of congenital CMV (P&lt;.01, 26% need additional education); 51% increased confidence at educating pregnant women about CMV risk reduction (P&lt;.01), with an average confidence shift of +78% among those who improved. For activity 2 (N=130), 32% improved at recognizing the lifecycle of CMV (P&lt;.01, 32% need additional education); 24% improved at selecting factors associated with CMV seropositivity (P&lt;.01, 35% need additional education); 15% improved at identifying common complications of CMV at birth (P&lt;.01, 35% need additional education); 48% increased confidence at understanding of the role of CMV serostatus in pregnant patients (P&lt;.01), with an average confidence shift of +79% among those who improved. CONCLUSION: This study demonstrates the success of an online, serial learning initiative at improving clinical knowledge and confidence of obstetrician–gynecologists related to CMV. Continued gaps were identified for future education.

Preparing Clinicians to Provide Equitable Alzheimer’s Disease (AD) Care: What Continuing Medical Education (CME) Can Achieve (P12-2.003)

<h3>Objective:</h3> To assess the influence of live online CME on clinicians’ (HCPs) awareness of ethnic and racial differences in AD and ability to develop strategies to enhance care access for diverse patients. <h3>Background:</h3> Government agencies and advocacy groups have prioritized reduction of disparities in brain health. HCPs need to recognize the increased risks and burdens associated with AD in various ethno-racial groups and have outreach strategies for diverse underrepresented communities. <h3>Design/Methods:</h3> We partnered with advocacy groups and experts in community-based AD care to produce two 60-minute CME activities, launched 12/16/2021 and 3/2/2022. The activities were on-demand for one year. Experts recorded videos outlining their community-outreach strategy. In addition, HCPs could submit their outreach plans to be reviewed during the second CME activity. Responses to test questions before, immediately post, and 2 months after an activity, along with outreach plans, were analyzed for insights and identification of remaining gaps. Chi-square compared paired responses (pre/post and pre/2 mos, <i>P</i>&lt;0.05). <h3>Results:</h3> As of 10/4/22, 1,893 HCPs participated and 865 identified as treaters seeing 10 patients/week. Post activity, there were marked improvements in awareness of causes of AD care inequities (+37%, <i>P</i>&lt;0.05), genetic predisposition (+46%, <i>P</i>&lt;0.05), and ability to identify tools to evaluate cognitive status (+55%, <i>P</i>&lt;0.05). Reported practice changes included use of assessment tools and strategies to evaluate patients and account for genetic and cultural differences. Six outreach plans were reviewed (communities were rural, urban, and/or low-economic status). Outreach projects included providing culturally appropriate education to communities, hiring a socially sensitive workforce, connecting with churches, and enhancing research diversity. <h3>Conclusions:</h3> Data support the positive impact of live-online CME in preparing HCPs to provide equitable AD care through increased recognition of critical differences in risk among races and ethnic groups and development of outreach strategies to build trust and address barriers to access. <b>Disclosure:</b> Carole Drexel has nothing to disclose. Dr. Wilson has nothing to disclose. Ms. Bixler has nothing to disclose. Goldie S. Byrd has nothing to disclose. Dr. Zwerling has nothing to disclose. Dr. Allen has nothing to disclose. Ms. Lynn has nothing to disclose.

Continuing Medical Education Increases Knowledge, Competence, and Confidence Related to the Use of Non-Oral Acute Migraine Therapies Among Neurologists (P13-2.003)

Continuing Medical Education Increases Knowledge, Competence, and Confidence Related to the Use of Non-Oral Acute Migraine Therapies Among Neurologists (P13-2.003)

Evaluating the effectiveness of online Continuing medical education during the COVID-19 pandemic

Objectives The study determined the effects of online continuing medical education (CME) on the clinical competency, performance, and patient outcomes of physicians and other healthcare professionals during the COVID-19 pandemic regarding the topics of COVID-19 and back pain. Methods Survey studies on six online CME activities were conducted from April 2020 to February 2021 at a South Korean hospital. Surveys were conducted immediately after and three months after the CME activity to measure the effectiveness of the CME activity regarding professional competence and performance, as well as patient outcomes. Results A total of 624 individuals participated in the six CME activities. Of the 2007 post-activity responses, a total of 1135 out of 1332 (85.21%) participants indicated that they were satisfied with the online education activities, and a total of 1752 out of 2007 (87.29%) participants responded that the content would influence their clinical practice. Upon a three-month follow-up, 477 out of 611 (78.07%) respondents indicated that they had made actual changes to their clinical practice. Conclusions The online delivery method is effective for delivering CME. The results suggest that online CME ultimately influences physicians’ clinical competency and performance, which leads to enforcing change in clinical practice.

Adapting to a Pandemic: Web-Based Residency Training and Script Concordance Testing in Emergency Medicine During COVID-19.

The coronavirus disease (COVID-19) pandemic necessitated alternative methods to ensure the continuity of medical education. Our study explores the efficacy and acceptability of a digital continuous medical education initiative for medical residents during this challenging period. From September to December 2020, 47 out of 60 enrolled trainee doctors participated in this innovative digital Continuous Medical Education (CME) approach. We utilized the Script Concordance Test to bolster clinical reasoning skills. Three simulation scenarios, namely Advanced Trauma Life Support (ATLS), Advanced Life Support (ALS), and European Paediatric Life Support (EPLS), were transformed into interactive online sessions via Zoom™. Participant feedback was also collected through a survey. Consistent Script Concordance Testing (SCT) scores among participants indicated the effectiveness of the online training module. Feedback suggested a broad acceptance of this novel training approach. However, discrepancies observed between formative SCT scores, and summative Multiple-Choice Questions (MCQ) assessments highlighted areas for potential refinement. Our findings showcase the resilience and adaptability of medical education amidst challenges like the global pandemic. The success of methodologies such as SCT, endorsed by prestigious bodies like the European Resuscitation Council and the American Heart Association, suggests their potential in preparing health care professionals for emergent situations. This research offers valuable insights for shaping future online CME strategies.

Comparison of the Effect of Interactive versus Non-interactive Virtual Education on General Physicians Knowledge and Attitude toward Oral Health in Diabetic Patients and Evaluation of their Satisfaction

Introduction: Due to the high prevalence of diabetes in communities and the various oral health complications of this disease, a need for training the physicians treating diabetic patients is felt ؛This study aimed to compare the effect of interactive versus non-interactive virtual education on the knowledge and attitudes of physicians about oral health in diabetic patients and to assess their satisfaction from the programs.&#x0D; Materials and Methods: The educational intervention was implemented through the online continuous medical education (CME) site of Tehran University of Medical Sciences. Physicians applying to participate in the CME entered in one of the interactive or the non-interactive groups. After the training, the study questionnaires to assess knowledge (7 questions), attitude (8 questions), and backgrounds (6 questions), and physicians' satisfaction (12 questions) with the training in this project, was provided to them through the same site. The analyzes were performed by linear regression test in SPSS version 26.&#x0D; Results: Totally 57 physicians, 27 in the interactive and 30 people in the non-interactive group participated. The score of knowledge and attitude were not different between the two groups after the intervention. Physicians' satisfaction with interactive education was significantly higher. Physicians' age showed a significant direct association (p &lt; 0.100) and the percentage of diabetic patients examined by learners showed a significant negative association (p = 0.024) with their knowledge score.&#x0D; Conclusion: Since physicians' satisfaction with interactive education has been significantly higher, it is suggested that this method be used in online CMEs.

Physicians' interest in different strategies for supporting pain -management and opioid prescribing: A cross-sectional study.

The purpose of this study was to explore physicians' attitudes toward different strategies for supporting pain management and opioid prescribing and to identify factors related to their attitudes toward the support strategies. Design/setting/participants/measures: This preliminary cross-sectional study collected and analyzed online survey responses from physicians in Texas and Minnesota (N = 69) between December 2017 and February 2018. Primary outcomes were physicians' interest in online continuing medical education (CME), mHealth patient monitoring system, and short, non-CME YouTube informational briefs about pain management and opioid prescribing. Multiple logistic regression models were used to examine the associations between physicians' characteristics, attitudes, training, experience, practice setting, and their interest in three different support strategies. About 51-58 percent of physicians indicated moderate-to-extreme interest in online CME (54 percent), mHealth monitoring (58 percent), and short, non-CME YouTube informational briefs (51 percent). Physicians, who practiced in a medium or large practice setting, were less likely to be interested in online CME or short, non-CME YouTube informational briefs. Physicians who prescribed a small number of Schedule II opioids were more likely to be interested in short, non-CME YouTube informational briefs and mHealth monitoring. Findings suggest that physicians may have different preferences in strategies for supporting their pain management and opioid prescribing practices. Future studies are needed to better understand the mechanisms underlying physicians' interest in different support strategies.

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

VP.39 A new era for gMG management: Impact of continuing education on improving diagnosis and classification of gMG patients

The management of gMG is changing with the advent of targeted therapeutics and an expanding pipeline. HCPs need to know how to use biomarkers and antibody testing to better individualize therapeutic decisions. We assessed the impact of online continuing medical education (CME) for clinicians (HCPs) on competence related to generalized myasthenia gravis (gMG) diagnosis and knowledge of current and new and emerging treatment options. One 60-min CME activity was launched live-online on 3/9/21 and remained on-demand for 1 year. Test questions were administered pre-, immediately post-, and 2 months post-activity. Responses from learner polling and follow-up surveys were analyzed for engagement, lessons learned, and continuing gaps. Chi-square compared paired responses (pre/post & pre/2 mos, p<.05). When the activity expired, 906 HCPs engaged with the activity, 223 of them reporting 9.4 patient visits for MG every month. Results showed statistically significant immediate increases in knowledge related to treatment-resistant gMG disease burden (76% post vs 30% pre), therapeutic predictive value of gMG associated antibodies (84% post vs 39% pre), and mechanisms of action of new immunoglobulin G (IgG) and emerging neonatal Fc receptor (FcRn) targeted agents (87% post vs 39% pre). During the follow-up survey, 88% of HCPs reported the education to benefit their clinical practice, with write-in examples of changes related to implementation of EMG and antibody testing for diagnosis, increased awareness of new treatments options, and enhanced ability to provide patient counseling regarding management options. These data support the positive impact of live and on-demand online CME education on awareness of gMG burden, diagnosis, prognosis based on biomarkers, and its evolving management. The education also revealed areas in need for continuous education regarding the impact on gMG burden on treament selection, and strategies to individualize therapy.

S1631 Education on the Treatment of Helicobacter pylori Infection Improves Clinician Knowledge

Introduction: The prevalence of Helicobacter pylori infection in US adults is around 35%. Eradication of H. pylori is essential to the successful management of peptic ulcer disease, and the potential prevention of gastric cancer. The goal of this project was to assess the role of continuing medical education (CME) on improving learners’ knowledge regarding evidence-based treatment of H. pylori infection. Methods: Gastroenterologists (N =1499) and primary care physicians (PCPs; N =1224) participated in an online text-based CME/CE activity on the diagnosis and treatment of H. pylori infection (1). Educational effect was assessed using a repeated-pair design with pre-/post-assessment and 2 multiple choice questions. This assessed knowledge and included evaluation questions that gauged patient numbers and overall satisfaction with the education. We calculated relative improvement ([post%-pre%]/pre%) to examine change in percentage of correct responses. We used the chi-squared test for significance testing on the number of correct responses pre- to post-activity with P < 0.05 considered statistically significant. The online CME activity launched on October 15, 2021; data were collected on May 31, 2022. Results: Sixty-six percent of gastroenterologists and 60% of PCPs strongly agreed that this education increased their knowledge regarding evidence-based treatments for H. pylori infection. First line therapy for H. pylori infection: Gastroenterologists had a 308% relative increase (13%/53% pre/post; P < .05), and PCPs had a 360% relative increase (10%/46%, pre/post; P < .05) in knowledge regarding recommended first-line treatment of H. pylori infection (Figure). Antibiotic resistance and H. pylori treatment: Gastroenterologists had a 33% relative increase (55%/73%, pre/post; P < .05), and PCPs had a 162% relative increase (26%/68%, pre/post; P < .05) in knowledge about antibiotic resistance to clarithromycin in patients with H. pylori infection (Figure). Conclusion: We found significant improvement in knowledge among gastroenterologists and PCPs regarding evidence-based management of H. pylori infection. However, additional educational effort is required to close some clinical knowledge gaps regarding selection of first-line treatment for H. pylori infection and resistance to antibiotics, with particular emphasis on clarithromycin.Figure 1.: Pre and Post results for gastroenterologists and primary care physicians knowledge for first-line treatment of Helicobacter pylori.

Online continuing medical education in Mongolia: needs assessment.

PurposeDue to the shortage in the healthcare workforce, insufficient qualifications, a lack of infrastructure and limited resources in Mongolia, it is not always possible for healthcare workers in rural areas who wish to attend continuous training and retraining courses to do so. However, in order to provide high-quality care, the demand for distance learning and the upgrading of knowledge and practice of many medical topics (especially related to morbidity and mortality) are necessary for the rural population. This study aimed to assess the needs of e-learning medical education, of graduates in Mongolia.MethodsA cross-sectional research design was implemented. We collected data from 1,221 healthcare professionals (nursing professionals, physicians, midwives, and feldshers) who were randomly selected from 69 government hospitals in Mongolia. Data were collected using self-assessment questionnaires which captured the needs assessment in a survey for online continuous medical education in Mongolia. Data were analyzed using descriptive statistics and Kruskal-Wallis statistical test.ResultsNinety percent of the respondents reported that they plan on attending online continuous medical education with the most preferred specialty area being emergency medicine. Results using the Kruskal-Wallis statistical technique suggested the preferred specialty area, educational content, appropriate time schedule, available devices, and tools were statistically significant and were different between the nursing professionals, physicians, midwives, and feldshers (p<0.05).ConclusionFindings provide important evidence for the implementation of measures and strategies which can assist healthcare professionals in low and middle-income areas/countries to constructively address their need for enhanced knowledge and practice through distance learning.