Online nutrition and T2DM continuing medical education course launched on state-level medical association

Hicks, Kristen; Murano, Peter S.

doi:10.2147/amep.s138278

Cited by 9 publications

(7 citation statements)

References 24 publications

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“…Moreover, online CME programs keep physicians updated about current diabetes guidelines [ 37 ]. Similar to our finding, Hicks & Murano (2017) concluded lifestyle-focused online CME programs improved knowledge of physicians [ 27 ]. In addition, recent studies emphasized the success of online video-based CME on improving knowledge of primary care physicians related to diabetes management and insulin therapy [ 38 , 39 ].…”

Section: Discussionsupporting

confidence: 90%

“…Beaser et al (2013) recommended a new approach for diabetes-focused CME and emphasized performance improvement CME [ 46 ]. A recent publication reported that a one-hour online CME course can assist practicing physicians in addressing patient nutrition and lifestyle concerns related to type 2 diabetes [ 27 ]. Similar to the current research, this publication reported the positive impact of a single online diabetes-focused CME on physicians’ knowledge; however, the sample size in the reported study was low (especially concerning GPs and medical internists) and covered various areas of practice specialties and nutrition-focused CME on Type 2 diabetes [ 27 ].…”

Section: Discussionmentioning

confidence: 99%

“…In recent years, online CME activities have focused on serious illnesses such as diabetes in different groups of healthcare providers including GPs [ 24 ], nurses [ 25 ], and internal medicine physicians [ 26 ]. Most studies have indicated that online CME interventions improve participants’ diabetes knowledge and management skills in the areas of nutrition [ 27 ], monitoring metabolic markers [ 26 ], and managing dyslipidemia [ 28 ], as well as the clinical knowledge and confidence of physicians in using new medications, including GLP1 receptor agonists [ 29 ]. However, the influence of online CME programs based on American Diabetes Association (ADA)/ the European Association for the Study of Diabetes (EASD) guidelines [ 30 ] on the knowledge of healthcare providers, especially GPs and internists, is not clearly understood Previously, we showed that 40% of Iranian primary healthcare professionals took part in CME-accredited programs in diabetes, the majority being from large cities [ 31 ].…”

Section: Introductionmentioning

confidence: 99%

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Knowledge of physicians regarding the management of Type two Diabetes in a primary care setting: the impact of online continuous medical education

et al. 2020

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Background To explore the impact of an online continuing medical education (CME) program on physicians’ knowledge about the management of type two diabetes. Methods An online CME program was designed and uploaded in the CME platform, Department of Education, Ministry of health, Iran. A 28-item questionnaire was used for the assessment. In the beginning, a case scenario was introduced. Then, participants were asked to follow and answer to a pretest assessment. Details of the educational content were provided afterward. Finally, the participants took part in the same post-test exam 4 weeks later. The Wilcoxon matched-pairs signed-ranks test was used to compare the measurements. In addition, the Mann-Whitney test was applied to compare knowledge indices between the general practitioners (GPs) and internists. Results Five hundred twenty-six primary care physicians participated in this study. There was a significant positive effect regarding diagnosis confirmation (10.3% difference, P = 0.0001). Moreover, a smaller effect was observed in relation to the importance of glycosylated hemoglobin (HbA1c) at diagnosis (5.2% difference, P = 0.0006). The effect was positive in relation to the self-reported HbA1c testing frequency: more than 90% of the participants answered correctly in the post-test exam (7.6% difference, P = 0.0001). Considering improved knowledge in the treatment of diabetes, there was a very significant difference in response to questions targeting advice on a healthy diet, and physical activity; 27.7% (P = 0.000), and 18.7% (P = 0.000), respectively. In addition, the program had a positive impact on various aspects of treatment with oral glucose-lowering drugs (OGLDs). Moreover, the intervention difference was 25, and 34.4% for the questions targeting the appropriate type of insulin, and insulin initiation regimen after OGLD failure. Subgroup analyses revealed that the intervention increased the rate of correct responses among the GPs in various domains of knowledge in diagnosis and treatment. The initial differences between the GPs and internists no longer remained significant after the intervention. Conclusion Knowledge of Iranian primary health care professionals in diabetes management has significant shortcomings. This is concerning because they are at the front line of patient care. We demonstrate the effectiveness of online CME on improving GPs knowledge in the management of type 2 diabetes.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Knowledge of physicians regarding the management of Type two Diabetes in a primary care setting: the impact of online continuous medical education

et al. 2020

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“…Many activities focusing on HCP education in the management of T2D have been developed. Although some peer-reviewed publications have described outcomes from educational activities in diabetes, these are highly heterogeneous, may include patients with type 1 diabetes, and may include a range of activities and a variety of end points [9,10,[14][15][16][17][18][19][20].…”

Section: Education In T2d Managementmentioning

confidence: 99%

The Educational Impact of Web-Based, Faculty-Led Continuing Medical Education Programs in Type 2 Diabetes: A Survey Study to Analyze Changes in Knowledge, Competence, and Performance of Health Care Professionals

Harris¹,

Idzik²,

Boasso³

et al. 2022

JMIR Med Educ

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Background The treatment landscape for type 2 diabetes (T2D) is continually evolving; therefore, ongoing education of health care professionals (HCPs) is essential. There is growing interest in measuring the impact of educational activities, such as through use of the Moore framework; however, data on the benefits of continuing medical education (CME) in the management of T2D remain limited. Objective This study aimed to evaluate HCP satisfaction; measure improvements in knowledge, competence, and performance following short, case-based, multidisciplinary web-based CME activities; and identify the remaining educational gaps. Methods Two faculty-led, CME-accredited, web-based educational activities on T2D and obesity, touchIN CONVERSATION and touch MultiDisciplinary Team, were developed and made available on a free-to-access medical education website. Each activity comprised 3 videos lasting 10 to 15 minutes, which addressed learning objectives developed based on a review of published literature and faculty feedback. Participant satisfaction (Moore level 2) was evaluated using a postactivity questionnaire. For both activities, changes in knowledge and competence (Moore levels 3 and 4) were assessed using questionnaires completed by representative HCPs before or after participation in the activities. A second set of HCPs completed a questionnaire before and after engaging in activities that assessed changes in self-reported performance (Moore level 5). Results Each activity was viewed by approximately 6000 participants within 6 months. The participants expressed high levels of satisfaction (>80%) with both activities. Statistically significant improvements from baseline in knowledge and competence were reported following participation in touchIN CONVERSATION (mean score, SD before vs after activity: 4.36, 1.40 vs 5.42, 1.37; P<.001), with the proportion of learners answering at least six of 7 questions correctly, increasing from 22% (11/50) to 60% (30/50). A nonsignificant improvement in knowledge and competence was observed following participation in touch MultiDisciplinary Team (mean score, SD 4.36, 1.24 vs 4.58, 1.07; P=.35); however, baseline knowledge and competence were relatively high, where 80% of the respondents (40/50) answered at least four of 6 questions correctly. A significant improvement in HCP self-reported performance was observed in a combined analysis of both activities (mean score, SD 2.65, 1.32 vs 3.15, 1.26; P=.03), with the proportion of learners selecting the answer representing the best clinical option for all 4 questions increasing from 32% (11/34) to 59% (20/34) after the activity. Several unmet educational needs were self-reported or identified from the analysis of incorrectly answered questions, including setting individualized glycemic targets and the potential benefits of sodium-glucose cotransporter 2 inhibitor therapies. Conclusions Short, case-based, web-based CME activities designed for HCPs to fit their clinical schedules achieved improvements in knowledge, competence, and self-reported performance in T2D management. Ongoing educational needs identified included setting individualized glycemic targets and the potential benefits of sodium-glucose cotransporter 2 inhibitor therapies.

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“…This course effectively improved nutrition knowledge relating to type 2 diabetes management among physicians and awareness of the role of the RDN. (32) Virtual seminars may be an effective tool to disseminate nutrition information to medical students as well. (33) However, in the context of medical school and CMEs, challenges exist with virtual learning such as a lack of audience engagement.…”

Section: Current Interprofessional Collaborationmentioning

confidence: 99%

How might enhanced interprofessional collaboration between primary care physicians and registered dietitian nutritionists impact clinical outcomes related to obesity and associated illnesses? A commentary

Hicks‐Roof

Qubty

2022

Public Health Nutr.

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The unsettling worldwide prevalence of obesity and obesity-related illnesses seems to be well-understood. What seems to be lacking, however, is a strategy of how best to fix the issue. Meager nutrition content in medical school curricula may contribute to limited primary care physician (PCP) knowledge of the role nutrition has in health ailments and the understanding of a registered dietitian nutritionist (RDN) scope of practice. In the United States, RDNs are health care practitioners specialized in nutrition, and who are experts in treating obesity and obesity-related illnesses. An increased RDN involvement in patient care has been shown to promote improvements in nutrition-related clinical outcomes. Therefore, enhanced collaboration between PCPs and RDNs has the potential to ameliorate the obesity epidemic. Tactics to promote collaboration may include enhancing nutrition education in medical school and providing nutrition-focused continuing education for practicing physicians. The seriousness of the obesity epidemic underscores the need for interprofessional collaboration between PCPs and allied health professionals who are uniquely trained to address obesity and obesity-related illnesses.

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Online nutrition and T2DM continuing medical education course launched on state-level medical association

Cited by 9 publications

References 24 publications

Knowledge of physicians regarding the management of Type two Diabetes in a primary care setting: the impact of online continuous medical education

Knowledge of physicians regarding the management of Type two Diabetes in a primary care setting: the impact of online continuous medical education

The Educational Impact of Web-Based, Faculty-Led Continuing Medical Education Programs in Type 2 Diabetes: A Survey Study to Analyze Changes in Knowledge, Competence, and Performance of Health Care Professionals

How might enhanced interprofessional collaboration between primary care physicians and registered dietitian nutritionists impact clinical outcomes related to obesity and associated illnesses? A commentary

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