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

Abstract

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.

Impact on Knowledge, Competence, and Performance of a Faculty-Led Web-Based Educational Activity for Type 2 Diabetes and Obesity: Questionnaire Study Among Health Care Professionals and Analysis of Anonymized Patient Records

“…The results presented here are consistent with a similar study that demonstrated that short, case-based, web-based CME led to improvements in knowledge, competence, and self-reported performance in T2D management [ 36 ]. Similarly, in another recent study, primary care physicians who participated in a tele-education program reported increased confidence in diabetes management and improvements in their ability to prescribe, manage, and troubleshoot diabetes technology [ 37 ].…”

Assessing Knowledge, Competence, and Performance Following Web-Based Education on Early Breast Cancer Management: Health Care Professional Questionnaire Study and Anonymized Patient Records Analysis

“…These data demonstrate the potential value of succinct web-based learning activities that are specifically designed to address knowledge gaps in complex and rapidly evolving medical fields. Although published data on outcomes following educational activities with similar methodologies remain limited, the results of this study are consistent with the results of a small number of previous studies in other disease areas [55][56][57]. Notably, the field of breast cancer is evolving rapidly, and it is essential for oncologists, particularly nonspecialists, to remain informed of the latest findings and recommendations [19][20][21][22][23][24][25][26].…”

“…Limitations of traditional CME approaches in affecting changes in physician performance have been previously reported [59]; however, the optimal format for continuing educational activities in both breast cancer and the wider medical field remains to be fully defined. This study and other similar studies show evidence that more engaging approaches have the potential to improve the effectiveness of CME [55][56][57]60,61]. Evaluation of the long-term impacts of CME on HCP performance, alongside assessment against Moore's Levels 6 and 7 [40] to determine the effect of education on patient (level 6) and community (level 7) health will add further value to CME programs in the future.…”

The Impact of Web-Based Continuing Medical Education Using Patient Simulation on Real-World Treatment Selection in Type 2 Diabetes: Retrospective Case-Control Analysis

“…Previous research has shown that short, case-based, web-based CME activities improved knowledge, competence, and self-reported performance in T2D management among health care professionals (HCPs) [ 37 ]. The results of this study go beyond the limitation of HCPs’ self-reported performance to suggest that patient simulation CME is reflective of real-world practice behavior, as there was concordance (within the same phase I time frame) in decision-making between the percentage of clinicians who selected GLP-1 RAs in the CME simulation prior to feedback (178/435, 41%) and the entire population of clinicians using GLP-1 RAs for patients with T2D in the real world (394,133/947,437, 40.6%) prior to the intervention.…”