JMIR Publications

ABSTRACT

Background:

Alzheimer’s disease (AD) presents significant challenges to healthcare systems worldwide. Early and accurate diagnosis of AD is crucial for effective management and care, as it enables timely treatment interventions that can preserve cognitive function and improve patient quality of life. However, there are often significant delays in diagnosis. Continuing medical education (CME) has enhanced physician knowledge and confidence in various medical fields, including AD. Notably, web-based CME has been shown to positively influence physician confidence, which can lead to changes in practice and increased adoption of evidence-based treatment selection.

Objective:

This study investigated the impact of a targeted, web-based CME intervention on healthcare providers’ confidence, competence, and real-world outcomes in diagnosing early AD.

Methods:

The study employed a two-phase design. Phase I used a pre-post assessment to evaluate immediate changes in knowledge and confidence before and after CME participation. Phase II involved a retrospective, matched case-control study to examine the impact of CME on AD diagnoses in claims data.

Results:

A one-way analysis of variance (ANOVA) showed a significant effect of CME for change in the volume of AD diagnoses, F(1, 900) = 5.50, P = .0192. Compared to controls, CME learners were 1.6 times more likely to diagnose AD, resulting in an estimated net increase of 7939 new diagnoses annually. Post-CME, being confident was associated with a greater likelihood of diagnosing AD (odds ratio [OR] 1.64; 95% CI 0.92, 2.92; P = .09; n = 219).

Conclusions:

Web-based CME participation is associated with increased real-world AD diagnoses. Findings offer a mechanism to explain the changes in real-world practice seen as a result of the CME intervention, which improves skills and confidence.