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4 Years, 16 Live & Online Activities, 6000+ Clinicians: What we’ve learned so far

RMEI has released pairings of live and online programs approximately twice per year since 2016 grouped into “phases” which share clinical areas of focus and are based on findings from the previous phase of education. In total, 16 activities have launched to date with 4 activities currently live. The purpose of this analysis is to better understand the impact of multi-year iterative education on a clinical audience. Presented at: Society for Academic CME (SACME), virtual, February 2021; Accreditation Council for Continuing Medical Education (ACCME), virtual, April 2021.

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Acknowledgement & Partners

RMEI & Partners

Type of Research Activity

Research with Preliminary Data – research projects that have collected data and are in the process of analyzing that data against the project’s hypothesis or objectives.

Summary

RMEI has released pairings of live and online programs approximately twice per year since 2016 grouped into “phases” which share clinical areas of focus and are based on findings from the previous phase of education. In total, 16 activities have launched to date with 4 activities currently live. The purpose of this analysis is to better understand the impact of multi-year iterative education on a clinical audience. Presented at: Society for Academic CME (SACME), virtual, February 2021; Accreditation Council for Continuing Medical Education (ACCME), virtual, April 2021.

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Objectives/Rationale

To understand how the population of clinicians engaging in treatment and management of AD patients (and their ongoing areas of educational need) have changed across time.

Methods

All activities utilized a matched Pre-Test and Post-Test design which included questions assessing fact based and procedural information as well as asking learners to rate their confidence and intent to perform. Data was analyzed to understand changes in learner proficiency from Pre-Test to Post-Test as well as the underlying drivers impacting poor performance in identified areas of ongoing educational need via linear regression modeling. These analyses were then used to develop future content.

Results

To date, data has been collected on more than 6,000 clinicians (primarily physicians), and this initiative remains ongoing. Multi-year engagement has been observed, with some learners participating in 3+ years of content. The positive cumulative effect of serial learning has been most readily observed in procedure-based metrics. While minor differences between live and online education have been observed, the homogeneity of programming between conditions suggests that that these differences -where present- are a function of patient volume.

Conclusion

This project, and the modality upon which it’s based, seeks to address one of the challenges of CME. Identification of how best to target and meaningfully evolve education to meet clinicians where they are and continue improving population proficiency. The use of clinician’s own data to target and develop educational content ensures that the interventions remain immediately relevant and engaging for the populations they target.

Researchers

David Clausen

VP of Educational Strategy
RMEI Medical Education, LLC

Kirk Tacka

VP of Medical Strategy
RMEI Medical Education, LLC

Elizabeth Johnson

Director of Outcomes & Analytics
RMEI Medical Education, LLC