968. Leveraging On-Demand Digital Education to Increase ID Specialists’ Knowledge and Confidence on Appropriate Probiotic Use for CDI Prevention

Abstract Background Probiotics are increasingly being used in healthcare. As the number of probiotic options and their potential uses increase, it has become more challenging to make an informed selection for a given disease state. This study assessed the ability of digital education to improve Infectious Disease (ID) specialists’ knowledge regarding the use of probiotics in preventing Clostridioides difficile infection (CDI) and antibiotic-associated diarrhea (AAD). Methods A CME/ABIM MOC certified, educational program featuring a panel of 3 expert ID faculty was developed. The program sought to clarify the role of different probiotic strains in the prevention or treatment of different disease states. Educational effectiveness was assessed with a repeated-pairs pre-/post-assessment study design; each individual served as his/her own control. A chi-square test assessed changes pre- to post-assessment. P values < 0.05 are statistically significant. Effect sizes were evaluated using Cramer’s V (< 0.05 modest; 0.06-0.15 noticeable effect; 0.16-0.26 considerable effect; > 0.26 extensive effect). The activity launched on a website dedicated to continuous professional development. Data for this matched-learner analysis were collected through 09/09/20. Results To date, 7122 HCPs, including 5068 physicians, have participated in the activity. Data from the subset of ID specialists (n=235) who answered all pre-/post-assessment questions during the initial study period were analyzed. Following activity participation, significant improvements were observed in the proportion of ID specialists who answered assessment questions correctly (47% pre vs 69% post; P < .0001; V=.22). Improvements were also observed in several specific areas of assessment (Table) and confidence in their ability to select a probiotic-based on strain- and disease-specific efficacy (36% increase). Conclusion Participation in this online educational program significantly improved ID specialists’ understanding of the interplay between strain- and disease-specificity in the context of probiotics. These findings highlight the potential for well-designed online education to positively impact physicians’ knowledge and confidence Disclosures All Authors: No reported disclosures

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573. Continuing Medical Education: Leveraging a Digital Tool to Help Improve CMV Management Strategies

Open Forum Infectious Diseases ◽

10.1093/ofid/ofaa439.767 ◽

2020 ◽

Vol 7 (Supplement_1) ◽

pp. S351-S352

Author(s):

Simi Thomas Hurst ◽

James Martorano

Keyword(s):

Online Education ◽

Educational Program ◽

Management Strategies ◽

Educational Effectiveness ◽

Cmv Infection ◽

Digital Tool ◽

Activity Data ◽

Noticeable Effect ◽

Post Assessment ◽

Assessment Questions

Abstract Background Increasing the risk for complications and negatively impacting patient health outcomes, an estimated 45% - 80% of HSCT patients experience CMV infection/reactivation, with mortality rates sometimes reaching as high as 60%. Figure. Assessment of Educational Effectiveness Methods This study assessed the ability of digital education to improve the ability of ID specialists to make evidence-based recommendations for CMV management in HSCT recipients. A CME/ABIM MOC educational program featuring interactive discussion between two ID faculty was developed and launched on 12/12/19, on a website dedicated to continuous professional development. Educational effectiveness was assessed with a repeated-pairs pre-/post-assessment study design; each individual served as his/her own control. A chi-square test assessed changes pre- to post-assessment. P values < 0.05 are statistically significant. Effect sizes were evaluated using Cramer’s V (< 0.05 modest; 0.06–0.15 noticeable effect; 0.16–0.26 considerable effect; > 0.26 extensive effect). Data for this matched-learner analysis were collected through 04/14/20. Results To date, 3315 HCPs (2891 physicians; 162 nurses/NPs) have participated in the activity. Data from the subset of ID specialists (n=190) who answered all pre-/post-assessment questions during the initial study period were analyzed. Following activity participation, significant improvements were observed in the proportion of ID specialists who answered all assessment questions correctly (8% pre vs 28% post; P < .0001; V=.217). Improvements were also observed in several specific areas of assessment (Figure). Additionally, 65% of ID specialists indicated they planned to modify their patient assessment or treatment approach because of participating in the education. Conclusion Participation in this digital educational program significantly improved ID specialists’ ability to differentiate among therapeutic options when developing management strategies for HSCT recipients with CMV infection/reactivation. These findings highlight the potential for well-designed online education to positively impact physicians’ competence and confidence. Disclosures All Authors: No reported disclosures

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1307. Emerging Treatments in Ongoing Battle Against Community-Acquired Bacterial Pneumonia (CABP): The Positive Impact of Online Education

Open Forum Infectious Diseases ◽

10.1093/ofid/ofy210.1140 ◽

2018 ◽

Vol 5 (suppl_1) ◽

pp. S399-S400

Author(s):

Simi Hurst ◽

Susan Smith

Keyword(s):

Online Education ◽

Educational Intervention ◽

Antibiotic Stewardship ◽

Positive Impact ◽

Panel Discussion ◽

Healthcare Providers ◽

Considerable Effect ◽

Activity Data ◽

Noticeable Effect ◽

Post Assessment

Abstract Background The leading infectious cause of hospitalization and infection-related mortality, pneumonia imparts a significant, but often underappreciated, burden. Agents in the antibiotic pipeline have the potential to improve both individual and public health, as well as support antibiotic stewardship programs Methods To address knowledge gaps among ID specialists, a CME/CE-certified, 30-minute, video-based, multidisciplinary panel discussion was developed and posted online on March 27, 2018. Featuring four expert faculty, the activity addressed: The evolving etiology of CABP; Emerging antibiotics for CABP treatment; and Antibiotic stewardship Educational effectiveness was assessed with a repeated-pairs pre-/post-assessment study design, in which each individual served as his/her own control. Responses to multiple-choice, knowledge questions and a self-efficacy confidence question were analyzed. A chi-squared test assessed changes pre- to post-assessment. P values <0.05 are statistically significant. Effect sizes were evaluated using Cramer’s V (<0.05 modest; 0.06–0.15 noticeable effect; 0.16–0.26 considerable effect; >0.26 extensive effect). Data were collected through April 23, 2017. Results A total of 6,146 healthcare providers, including 2,936 physicians have participated in the activity. Data from ID specialists (n = 130) who answered all pre-/post-assessment questions during the study period were analyzed. Significant improvements were observed overall (P = 0.024; V = 0.080) and in several specific areas of assessment (figure). Following activity participation, 34% of ID specialists indicated increased confidence in assessing key attributes of emerging agents and 79% of ID specialists indicated a commitment to incorporate one or more changes into practice. Lastly, the findings uncovered educational needs that require further educational intervention. Conclusion Participation in this online educational intervention significantly improved ID specialists’ knowledge with regard to the key similarities and differences between agents in the CABP antibiotic pipeline and the potential role of these agents in patient care. These findings highlight the positive impact of well-designed online education. Disclosures All Authors. Nabriva Therapeutics: Independent Medical Education, Educational grant.

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2565. Initial and Recurrent Episodes of Clostridioides difficile: Online Education as a Tool to Improve Management Strategies

Open Forum Infectious Diseases ◽

10.1093/ofid/ofz360.2243 ◽

2019 ◽

Vol 6 (Supplement_2) ◽

pp. S891-S891

Author(s):

Simi Thomas Hurst ◽

James Martorano ◽

Dale N Gerding

Keyword(s):

Online Education ◽

Positive Impact ◽

Management Strategies ◽

Multiple Choice Questions ◽

Activity Data ◽

Noticeable Effect ◽

Diagnostic Strategies ◽

Post Assessment ◽

Assessment Questions ◽

Case Based

Abstract Background The most common cause of infectious diarrhea in hospitalized patients, C. difficile is responsible for nearly half a million infections annually. Among persons over the age of 65 years, 1 in 11 die within a month of diagnosis. Methods A CME-certified/ABIM MOC educational program was developed to evaluate and improve ID specialists’ application of the latest guideline recommendations for the diagnosis and management of individuals with C. difficile. Modeled on the interactive grand rounds approach, the activity blended case-based presentation with multiple-choice questions. Using a “test then teach” approach to elicit cognitive dissonance, the activity provided evidence-based feedback following each learner response. Educational effectiveness was assessed with a repeated-pairs pre-/post-assessment study design; each individual served as his/her own control. A chi-square test assessed changes pre- to post-assessment. P values < 0.05 are statistically significant. Effect sizes were evaluated using Cramer’s V (< 0.05 modest; 0.06–0.15 noticeable effect; 0.16–0.26 considerable effect; > 0.26 extensive effect). The activity launched on a website dedicated to continuous professional development on May 29, 2018. Data for this initial analysis were collected through March 27, 2019. Results To date, 3274 HCPs, including 2946 physicians have participated in the activity. Data from the subset of ID specialists (n = 82) who answered all pre-/post-assessment questions during the initial study period were analyzed. Following activity participation, significant improvements were observed in the proportion of ID specialists who answered all assessment questions correctly (4% pre vs. 74% post; P < 0.0001; V = .555). Improvements were also observed in several specific areas of assessment (table). Additionally, 50% of ID specialists indicated they planned to modify their treatment approach and 18% planned to modify their diagnostic strategies for C. difficile. Conclusion Participation in this online, interactive, case-based, educational intervention significantly improved ID specialists’ management strategies for initial and recurrent episodes of C. difficile. These findings highlight the positive impact of well-designed online education. Disclosures All authors: No reported disclosures.

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1000. HIV and the Treatment-Experienced Patient: The Positive Impact of Case-Based Education on Physicians’ Competence and Confidence

Open Forum Infectious Diseases ◽

10.1093/ofid/ofaa439.1186 ◽

2020 ◽

Vol 7 (Supplement_1) ◽

pp. S529-S529

Author(s):

Simi Thomas Hurst ◽

Don Blatherwick

Keyword(s):

Positive Impact ◽

Educational Effectiveness ◽

Care Providers ◽

Multiple Choice Questions ◽

Activity Data ◽

Noticeable Effect ◽

Individualized Care ◽

Post Assessment ◽

Assessment Questions ◽

Case Based

Abstract Background Despite therapeutic advances, treatment-experienced HIV patients can present a clinical challenge, even to experienced care providers. Table. Assessment of Educational Effectiveness Methods This study assessed the ability of digital education to improve HIV/ID specialists’ ability to develop tailored strategies for treatment-experienced patients. A CME/ABIM MOC/CE-certified, case-based, educational program was developed. Modeled after the interactive grand rounds approach, a “test then teach” strategy with multiple choice questions was used to elicit cognitive dissonance. Evidence-based feedback was provided following each response. Educational effectiveness was assessed with a repeated-pairs pre-/post-assessment study design; each individual served as his/her own control. A chi-square test assessed changes pre- to post-assessment. P values < 0.05 are statistically significant. Effect sizes were evaluated using Cramer’s V (< 0.05 modest; 0.06-0.15 noticeable effect; 0.16-0.26 considerable effect; > 0.26 extensive effect). The activity launched on a website dedicated to continuous professional development on 09/12/19. Data for this matched-learner analysis were collected through 11/06/19. Results To date, 14,181 HCPs (3128 physicians; 9518 nurses/NPs; 333 PAs; 172 pharmacists) have participated in the activity. Data from the subset of HIV/ID specialists (n=110) who answered all pre-/post-assessment questions during the initial study period were analyzed. Following activity participation, significant improvements were observed in the proportion of HIV/ID specialists who answered all assessment questions correctly (15% pre vs 81% post; P < .0001; V=.356). Improvements were also observed in several specific areas of assessment (Table). Additionally, 44% of HIV/ID specialists indicated they planned to modify their treatment approach for treatment experience patients because of participating in the education.Of note, this assessment also identified topics in which HIV/ID had a high degree of baseline knowledge. Conclusion Participation in this online, interactive, case-based, program significantly improved HIV/ID specialists’ ability to develop individualized care strategies for patients who are treatment experienced. Disclosures All Authors: No reported disclosures

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1331. Interpretation and Application of Rapid Diagnostic Methodologies: The Positive Impact of Online, Curriculum-Based Learning

Open Forum Infectious Diseases ◽

10.1093/ofid/ofz360.1195 ◽

2019 ◽

Vol 6 (Supplement_2) ◽

pp. S481-S481

Author(s):

Simi Thomas. Hurst ◽

James Martorano ◽

Catherine Capparelli

Keyword(s):

Online Education ◽

Clinical Decision Making ◽

Positive Impact ◽

Clinical Decision ◽

Antibiotic Use ◽

Considerable Effect ◽

Chi Square ◽

Noticeable Effect ◽

Chi Square Test ◽

Post Assessment

Abstract Background Antibiotic resistance has become one of the most serious public health threats today. Used appropriately, newer rapid diagnostic methodologies have the potential to positively impact care by informing a more targeted treatment approach that can reduce inappropriate antibiotic use, support antimicrobial stewardship, shorten hospital stays, and improve clinical outcomes. Methods To improve ID specialists’ knowledge and application of rapid diagnostic tests, a CME/ABIM MOC/ACCENT certified curriculum was developed. The curriculum comprised a series of 4 educational episodes, each with a video commentary from a clinical expert and each focused on a different site of infection: (a) Episode 1: CNS; (b) Episode 2: Gastrointestinal tract; (c) Episode 3: Respiratory tract; and (d) Episode 4: Bloodstream. The episodes in the curriculum were launched in serial fashion between October 30, 2018 and February 11, 2019, on a website dedicated to continuous professional development. Educational effectiveness was assessed with a repeated-pairs pre-/post-assessment study design; each individual served as his/her own control. A chi-square test assessed changes pre- to post-assessment. P values of < 0.05 are statistically significant. Effect sizes were evaluated using Cramer’s V (<0.05 modest; 0.06–0.15 noticeable effect; 0.16–0.26 considerable effect; >0.26 extensive effect). Results 15,092 HCPs, including 10,894 physicians have participated in the curriculum. This initial analysis comprises data from the subset of ID specialists from each episode who answered all pre-/post-assessment questions through March 18, 2019; data collection is ongoing. Following participation, significant improvements were observed overall (P ≤ 0.002 for each episode) and on the specific topics assessed in each episode (Graph). Additionally, 51%–55% of ID specialists indicated an intent to modify their diagnostic approach and 15%–29% had increased confidence in applying the rapid diagnostic results into patient care. Conclusion This educational curriculum significantly improved ID specialists’ knowledge of the strengths and limitations of different rapid diagnostic methodologies and improved the applications of test findings into clinical decision-making. These findings highlight the positive impact of well-designed online education. Disclosures All authors: No reported disclosures.

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THU0582 EFFECTIVE MANAGEMENT OF REFRACTORY GOUT: EFFECT OF ONLINE CONTINUING EDUCATION ON RHEUMATOLOGISTS’ KNOWLEDGE

Annals of the Rheumatic Diseases ◽

10.1136/annrheumdis-2020-eular.5874 ◽

2020 ◽

Vol 79 (Suppl 1) ◽

pp. 533.2-533

Author(s):

N. Mehta ◽

S. Fagerlie ◽

J. Maeglin

Keyword(s):

Uric Acid ◽

Continuing Education ◽

Serum Uric Acid ◽

Optimal Strategies ◽

Considerable Effect ◽

Post Intervention ◽

Noticeable Effect ◽

Educational Design ◽

Chi Squared ◽

Post Assessment

Background:Gout is a chronic condition with a considerable effect on patient health and quality of life. Despite the availability of multiple pharmacologic treatments and evidence-based management guidelines, treatment targets are often not achieved in patients with gout. Identification and optimal management of patients with severe or refractory gout is specially challenging.Objectives:The objective of this study was to determine if an online, continuing education activity could improve knowledge of rheumatologists regarding strategies to ensure effective and safe use of urate-lowering therapies in the management of patients with refractory gout.Methods:Educational design included an online, 30-minute, video-based discussion among two faculty experts with synchronized slides. Educational effectiveness was assessed with a repeated-pairs pre-/post-assessment study design using 3 knowledge questions and 1 confidence question, in which each individual served as his/her own control. A chi-squared test assessed differences from pre- to post-assessment. P values <.05 are statistically significant. Cramer’s V was used to calculate the effect size (<0.06 modest effect; 0.06-0.15 noticeable effect; 0.16-0.26 considerable effect; >0.26 extensive effect). The activity launched May 1, 2019, with data collected through December 30, 2019.Results:The analysis set consisted of responses from rheumatologists (n=300) who answered all assessment questions during the study period. Analysis of pre- vs post-intervention responses demonstrated a significant improvement in overall knowledge of rheumatologists with considerable educational impact (V = .201, P<.001). Average correct responses increased from 54% pre to 74% post education. Specific areas of improvement in knowledge include:•Optimal strategies for reducing the risk for immunogenicity associated with the use of pegloticase in patients with refractory gout (40% pre, 73% post; P<.001; V = .326)•Serum uric acid targets to optimize management of the patient with severe or refractory gout (45% pre, 57% post; P<.05; V = .120)•Selection of pegloticase for rapid decreases in tophi and serum uric acid in patients with refractory gout (77% pre, 91% post; P<.001; V = .187)Post-education, 32% of rheumatologists were more confident in their ability to manage patients with refractory gout.Conclusion:This study demonstrated the success of online, 30-minute, video-based discussion among two faculty experts with synchronized slides on improving the knowledge of rheumatologists regarding appropriate management of patients with refractory gout.Disclosure of Interests:None declared

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2527. Improving Care for Adolescents Living with HIV: Evaluating the Impact of Case-Based Education

Open Forum Infectious Diseases ◽

10.1093/ofid/ofz360.2205 ◽

2019 ◽

Vol 6 (Supplement_2) ◽

pp. S878-S879

Author(s):

Simi Thomas Hurst ◽

Don Blatherwick

Keyword(s):

Online Education ◽

Positive Impact ◽

Pediatric Hiv ◽

Evidence Based ◽

Multiple Choice Questions ◽

Living With Hiv ◽

The Impact ◽

Post Assessment ◽

Assessment Questions ◽

Case Based

Abstract Background The CDC estimates that 26% of the approximately 50,000 people newly diagnosed with HIV in 2010 were youth 13 to 24 years of age. Older children and adolescents now comprise the largest population cared for at pediatric HIV clinics. Methods To improve HIV/ID specialists’ ability to develop a comprehensive care strategy for adolescents living with HIV, a CME/ABIM MOC/CE certified, case-based, educational program was developed. A series of multiple-choice questions evaluated the application of evidence-based recommendations. A “test then teach” approach elicited cognitive dissonance, with evidence-based feedback provided following each learner response. Educational effectiveness was assessed with a repeated-pairs pre-/post-assessment study design; each individual served as his/her own control. A chi-square test assessed changes pre- to post-assessment. P values < 0.05 are statistically significant. Effect sizes were evaluated using Cramer’s V (< 0.05 modest; 0.06–0.15 noticeable effect; 0.16–0.26 considerable effect; > 0.26 extensive effect). The activity launched on a website dedicated to continuous professional development on November 27, 2018. Data for this initial analysis were collected through February 27, 2019. Results To date, 6,755 HCPs (1,714 physicians; 2,795 nurses; 1,076 pharmacists) have participated in the activity. Data from the subset of HIV/ID specialists (n = 87) who answered all pre-/post-assessment questions during the initial study period were analyzed. Following activity participation, significant improvements were observed in the proportion of HIV/ID specialists who answered all assessment questions correctly (5% pre vs. 68% post; P < 0.0001; V = 0.397). Improvements were also observed in several specific areas of assessment (table). Additionally, 43% of HIV/ID specialists indicated they planned to modify their treatment approach among adolescents as a result of participating in the education. Conclusion Participation in this online, interactive, case-based, educational intervention significantly improved HIV/ID specialists’ ability to develop individualized strategies for adolescents living with HIV. These findings highlight the positive impact of well-designed online education. Disclosures All authors: No reported disclosures.

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1325. HIV, Aging, and Comorbid Conditions: Case-Based, Online Education Improves HIV/ID Specialists’ Management Strategies

Open Forum Infectious Diseases ◽

10.1093/ofid/ofy210.1158 ◽

2018 ◽

Vol 5 (suppl_1) ◽

pp. S405-S405

Author(s):

Simi Hurst ◽

Susan Smith

Keyword(s):

Medical Education ◽

Online Education ◽

Educational Intervention ◽

Multiple Choice ◽

Hiv Care ◽

Educational Grant ◽

Living With Hiv ◽

Post Assessment ◽

Assessment Questions ◽

Case Based

Abstract Background Over half of people living with HIV are over 50 years of age. Clinicians must balance HIV care with the management of age-related comorbidities such as, cardiovascular disease, diabetes, liver and kidney disease, and cancer. Methods To improve HIV/ID specialists’ ability to develop a comprehensive care strategy for aging men and women living with HIV, a CME/CE/CPE-certified educational intervention comprising two patient case scenarios was developed. It launched on a website dedicated to continuous professional development on March 23, 2018. The interactive, text-based, “test and teach” approach elicited cognitive dissonance; clinicians were presented with multiple-choice questions to evaluate their application of evidence-based recommendations. Each response was followed by detailed, referenced, feedback to teach. Educational effectiveness was assessed with a repeated pairs pre-/post-assessment study design, in which each individual served as his/her own control. Responses to three multiple-choice, knowledge questions, and one self-efficacy confidence question were evaluated. A chi-squared test assessed changes pre- to post-assessment. P values of <0.05 are statistically significant. Effect sizes were evaluated using Cramer’s V (<0.05 modest; 0.06–0.15 noticeable effect; 0.16–0.26 considerable effect; >0.26 extensive effect). Data were collected through April 27, 2018. Results 4,130 HCPs, including 795 physicians, participated in the activity. Data from HIV/ID specialists (n = 76) who answered all pre-/post-assessment questions during the study period were analyzed. Significant improvements were observed overall (P < 0.0001; V = 0.496) and in several specific areas of assessment (figure). Following activity participation, the % of ID specialists who answered all assessment questions correctly increased dramatically: 9% (pre) vs. 88% (post). Additionally, 77% of HIV/ID specialists indicated a commitment to incorporate one or more changes into practice. Conclusion Participation in this online, interactive, case-based educational intervention significantly improved ID specialists’ ability to care for aging patients living with HIV. These findings highlight the positive impact of well-designed online education. Disclosures S. Hurst, ViiV Healthcare: Independent Medical Education, Educational grant. S. Smith, ViiV Healthcare: Independent Medical Education, Educational grant.

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THU0652-HPR ONLINE EDUCATION YIELDS SIGNIFICANT GAINS IN RHEUMATOLOGISTS’ KNOWLEDGE OF BIOLOGICS AND BIOSIMILARS BUT A SUBSTANTIAL GAP REMAINS

Annals of the Rheumatic Diseases ◽

10.1136/annrheumdis-2020-eular.6048 ◽

2020 ◽

Vol 79 (Suppl 1) ◽

pp. 570.2-571

Author(s):

A. Stan ◽

E. Bell ◽

P. Schoonheim ◽

E. Mysler

Keyword(s):

Online Education ◽

Statistical Significance ◽

Treatment Options ◽

Educational Activity ◽

Round Table Discussion ◽

Knowledge Gain ◽

Regulatory Requirements ◽

Research Support ◽

Significance Level ◽

Post Assessment

Background:Biologics are complex proteins which have revolutionized the treatment of many serious diseases. Due to their complexity and manufacturing which involves living organisms, it is not possible to create identical versions of reference biologics, but it is possible to create biosimilar drugs. Biosimilars have the potential to yield high cost savings and expand treatment options to meet the growing demand for biological therapies.Objectives:This study assessed whether the online CME-accredited round-table-discussion titled “Understanding Biologics: from protein to clinical practice” improved physicians’ understanding of the inherent variability of biologics and what similarity means in the context of biologics as well as the analytical assessment of quality that applies to both biologics and biosimilars.Methods:Rheumatologists participated in an online CME activity (www.medscape.org/viewarticle/900121) consisting of a 30-minute video discussion between 4 experts with accompanying slides. Educational effect was assessed using a 4-question repeated pairs, pre-/post-assessment. A chi-square test was used to determine if a statistically significant improvement (P<.05 significance level) existed in the number of pre-/post-test correct responses. Cramer’s V was used to estimate the level of impact of the education. The CME activity launched on 22 Aug 2018, and the data were collected through 9 Oct 2018.Results:A total of 622 rheumatologists participated in the educational activity, and 87 completed the pre- and postassessment. Overall the activity had a signficiant impact (P<.001) on rheumatologists’ understanding of the inherent variability of biologics and the regulatory requirements for approval of a biosimilar. The Cramer’s V value of 0.186 indicates a considerable effect of the education. The average perecentage of correct responses rose from 33% pre-activity to 51% post-activity. A linked learning assessment (individual responses matched pre- and post-education) showed that 25% of learners improved their knowledge and 26% reinforced their knowledge. The change in percentage of correct responses from pre- to post-assessment achieved statistical significance (P<.05) in 2 of the 3 questions presented: (i) understanding the type of studies needed to demonstrate comparability of a biosimilar to an originator (11% at baseline; 45% post activity), (ii) understanding the type of variability considered acceptable for a biologic (46% at baseline; 63% post activity). However, no knowledge gain was observed regarding basic analytic attributes evaluated to ensure batch to batch consistency (37% at baseline; 38% post activity). Almost 45% of rheumatologists gained confidence in their ability to describe the regulatory requirements for approval of a biosimilar.Conclusion:This online CME activity significantly improved rheumatologists’ understanding of the inherent variability of complex biologic medicines and the role of analytical studies in the regulatory approval of biosimilars. However, there is room for further improving physicians’ knowledge, especially of basic analytics of biologics and biosimilars.Acknowledgments:This CME-certified activity was supported by independent funding from Sandoz.Disclosure of Interests:Adriana Stan Grant/research support from: The CME-certified activity was supported by anindependent educational grant from Sandoz., Elaine Bell: None declared, Peter Schoonheim Grant/research support from: This CME-certified activity was supported by independent funding from Sandoz., Eduardo Mysler Grant/research support from: AbbVie, Lilly, Pfizer, Roche, BMS, Sandoz, Amgen, and Janssen., Consultant of: AbbVie, Lilly, Pfizer, Roche, BMS, Sandoz, Amgen, and Janssen.

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Online Education Improves Knowledge and Confidence Related to CGM and the AGP

Journal of the Endocrine Society ◽

10.1210/jendso/bvab048.966 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

pp. A472-A473

Author(s):

Amy Larkin ◽

Michael LaCouture ◽

Anne Le

Keyword(s):

Online Education ◽

Primary Care Physicians ◽

Diabetes Management ◽

Panel Discussion ◽

Chi Square ◽

Glucose Levels ◽

Target Blood Glucose ◽

Chi Square Test ◽

Time In Range ◽

Post Assessment

Abstract We sought to determine if online continuing medical education (CME) could improve the knowledge and confidence of primary care physicians (PCPs) and diabetologists/endocrinologists (D/Es) related to CGM and AGP. The CME activity was a 30-minute online video panel discussion with synchronized slides. A repeated pairs pre-/post-assessment study design and chi-square test (P <.05 is considered significant) assessed educational effect. The activity launched March 23, 2020 and data were collected through May 19, 2020. In total, 338 PCPs and 189 D/Es were included in the analysis. Overall, there were knowledge and confidence improvements seen among all groups from pre- to post-assessment: • 14% of PCPs (P=.NS) 14% of D/Es (P<.05) improved at identifying benefits of an AGP report • 20% of PCPs (P<.01) 11% of D/Es (P=.NS) improved at recognizing importance of time in range in diabetes management • 13% of PCPs (P<.05) 3% of D/Es (P=.NS) improved at recognizing target blood glucose levels for time in range • 43% of PCPs and 36% of D/Es had a measurable increase in confidence in ability to explain results from an AGP to patients Continued educational gaps: • 60% of PCPs and 47% of D/Es failed to identify benefits of an AGP report • 35% of PCPs and 12% of D/Es failed to recognize importance of time in range in diabetes management This study demonstrates the success of online 30-minute video panel discussion CME on improving knowledge and confidence of PCPs and D/Es related to CGM and the AGP. Continued gaps were identified for future educational targets.

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