Video Education on Hereditary Breast and Ovarian Cancer (HBOC) for Physicians: an Interventional Study

Abstract

The National Comprehensive Cancer Network (NCCN) guidelines are the gold standard in hereditary cancer risk assessment, screening, and treatment. A minority of physicians follow NCCN guidelines for BRCA1 or BRCA2 mutations. This study assesses the impact of an interventional educational program on HBOC in terms of knowledge. Physicians were sent an invite to join either an intervention survey (web-training offered prior to the knowledge survey) or control survey (web-training offered after the knowledge survey). Sixty-nine physicians in the intervention arm and 67 physicians in the control arm completed the survey. The interventional group regularly answered items correctly at a higher frequency than the control group. For example, 64.71% (n = 44) of physicians in the intervention group knew that multi-gene testing does not have to include only highly penetrant genes compared to 32.84% (n = 22) of the control group (p < 0.01). Similar results were seen with other specific survey items. The current study is important in that it shows web-based education to be a feasible and effective modality for training on hereditary breast cancer. This type of education may be incorporated into CME programs and can be used as a foundation for further studies as well.

Development and Evaluation of a Physician-Targeted Video to Promote HIV Screening

“…These findings, in the context of health behavior change models, led us to develop a physician-focused HIV testing video to tackle late and under-HIV testing in Houston. We selected video as the intervention medium because provider-facing videos have been shown to improve knowledge (Krishnamachari et al, 2017; McCauley, Jenckes, & McNutt, 2003), attitudes (Haywood et al, 2011; McCauley et al, 2003), and skills (Krishnan, Kuhl, Ahmed, Togashi, & Ueda, 2013; Verhoeven, Avonts, Vermeire, Debaene, & Van Royen, 2005).…”

On the advantages and disadvantages of virtual continuing medical education: a scoping review

“…The second most reported advantage was favourable learning formats 94 (33%, n = 92), including the qualities of being self-directed/self-paced; 33 , 34 , 48 , 59 , 61 , 64 , 72 , 73 , 85 , 92 , 97 , 113 , 115 , 125 , 130 , 134 - 142 , 120 , 122 , 123 , 143 , 144 interactive; 6 , 10 , 29 , 32 , 39 , 41 , 43 - 45 , 57 , 69 , 72 , 88 , 94 , 97 , 99 , 101 , 102 , 105 , 106 , 115 , 118 , 130 , 136 , 142 , 145 - 152 engaging; 10 , 32 , 93 , 102 , 143 , 153 user-friendly; 44 , 59 - 61 , 9...…”