INTRODUCTION: Often, implications of the effect of CME is difficult to determine due to reliance on single data points of pre-post knowledge questions. Using aggregation methodology, we were able to thematically combine the assessments of 3 similar educational activities to determine the immediate and lasting effect of education on IBD practice. METHODS: Surveys were designed based on learning objectives of 3 accredited CME activities on IBD. Outcomes measurements were taken directly before and after the activities, as well as 3-months after activity completion. This 3-month follow-up sample was matched at the same time to a control sample of clinicians who did not participate in the education. RESULTS: Based on the themes of the pre-post questions, we were able to aggregate the scores of the three activities and determine overall changes in understanding key risk factors, establishing appropriate goals, choice of guideline-based therapy, and knowledge of clinical trials. Compared to pre-activity, learners had significant improvements in each of these areas, showing effectiveness of the education. Hodge's g effect sizes were run on all pre-post data to better compare the effect of education across themes. The most robust effects were seen in recognizing risk factors (g = 0.75) and clinical trial results (g = 0.71) while more modest effects were seen in establishing goals of treatment (g = 0.40) and selecting treatment (g = 0.59). Some of this modest effect seen in establishing goals can be attributed to a high baseline level of knowledge (a pre-score of 70.8%). However, looking at the scores of learners compared to a control group of similar clinicians that did not attend the education, robust effects can be seen even 30 days after the activity. Assessment of risk had an effect of 0.67 while establishing goals (g = 0.81) and treatment choice (g = 0.85) had even higher effects. CONCLUSION: Aggregating the outcomes of multiple educational activities allows us to understand effect by theme, providing opportunities to inform key stakeholders of the value of educational interventions. Further it allows educators opportunities to understand the continuing need of the community that has not attended these activities, and focus future interventions on improving areas where they are needed most.

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INTRODUCTION: Prior authorization (PA) poses a burden to HCPs and their staffs when prescribing biologic therapy for patients with IBD. Our aim was to determine the effectiveness of 3 CME activities on clinician knowledge, confidence, and performance related to PA processes and success rates for biologic therapy. METHODS: Outcomes measurements were taken directly before (n ≥ 241) and after the activities (n ≥ 229), as well as 3-months after activity completion. This 3-month follow-up sample (n = 30) was matched at the same time to a control sample of clinicians who did not participate in the education (n = 30). RESULTS: 4,840 learners completed the 3 modules, including 1,195 downloads of the podcast version. Key knowledge improvements were shown in helping patients with medication co-pays, use of specialty pharmacists, standardizing EHR clinical documentation of patients with IBD, requesting peer-to-peer review, and expediting submissions with the use of templates. Prior to participation, confidence in the current processes to manage prior authorizations was low. Three months following education, nearly all clinicians surveyed indicated that they were “confident” or “extremely confident” in these elements of care.Comparative analysis shows a large effect when comparing the educational learners pre- vs. post-activity (Cohen’s d = 1.37) and pre- vs. 3 –month follow-up (d = 0.55). However, comparing post-participation vs. a non-participant control is smaller (d = 0.20, 15%). This shows that our particular educational learners were coming at this program with more knowledge and practice gaps in the pre-authorization process than the general clinician population. Predictive modeling utilized a regression analysis showed increasing confidence in the use of AGA Care Pathways will significantly increase documentation of pertinent lab results and imaging related to IBD and significantly increase use of a template. CONCLUSION: This program achieved large reach with education targeted specifically to those clinicians who needed it most. The education increase clinician knowledge and confidence in the use of this knowledge to acquire prior authorization for biologics. For future PA initiatives, learners may benefit from a mock review of a PA request to best explain individual elements of the decision-making process.

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