Accepted for/Published in: JMIR Formative Research
Date Submitted: May 23, 2023
Open Peer Review Period: May 18, 2023 - Jun 7, 2023
Date Accepted: Jul 19, 2023
(closed for review but you can still tweet)
Impact on Knowledge, Competence and Performance of a Faculty-Led Online Educational Activity in Type 2 Diabetes and Obesity: Healthcare Professional Questionnaire and Anonymized Patient Records Analysis
ABSTRACT
Background:
Strategies for the management of type 2 diabetes (T2D) and obesity are evolving, with the introduction of targeted therapies, including incretin-based dual agonists, and growing knowledge of the importance of multidisciplinary care. Accessible and effective continuing medical education (CME) activities are required to ensure that healthcare professionals (HCPs) understand and can implement the most recent data to optimize outcomes for patients.
Objective:
The objectives of this study were to measure changes in knowledge, competence and self-reported performance, and to quantitatively evaluate changes in performance using data from anonymized patient data following participation in an online educational activity. The faculty-led, CME-accredited activity was based on incretin-based dual agonists and patient education in T2D and obesity. Remaining educational gaps in this field were also identified.
Methods:
A CME-accredited, online touchMDT (multidisciplinary team) educational activity titled “The future for glycemic control and weight loss in T2D and obesity: Incretin-based dual-agonists and optimizing patient education” was developed. HCP knowledge, competence and performance were assessed pre- and postactivity against Moore’s expanded outcomes framework (levels 1 to 5), using self-reported questionnaires and an analysis of anonymized data extracted from patient records.
Results:
During the first 12 months after launch, 8159 participants had engaged with the activity. For the evaluation of knowledge and competence, there was a significant increase in the mean number of correctly answered questions from pre- to postactivity (P<.001). Modest improvements in self-reported performance from pre- to postactivity were observed, but these were not statistically significant. Patient data analysis indicated that patients were being treated more intensively after the educational activity and that there was an increased number of referrals to a combination of specialists. Remaining educational gaps included understanding the biology and psychology of obesity, efficacy and safety data for incretin-based dual agonists and the role of the diabetes educator/diabetes care and education specialist in the management of T2D and obesity.
Conclusions:
This short, online CME activity on the management of T2D and obesity led to improvements in HCP knowledge, competence, and performance. Several remaining unmet needs were identified, which can be used to inform the content of future educational activities in this disease area.
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