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Abstract: PO1061

Curriculum-Based Online Education Improves Nephrologists' Ability to Manage Hyperkalemia in Practice

Session Information

  • Educational Research
    November 04, 2021 | Location: On-Demand, Virtual Only
    Abstract Time: 10:00 AM - 12:00 PM

Category: Educational Research

  • 800 Educational Research

Authors

  • Larkin, Amy, Medscape Education, New York, New York, United States
  • Blatherwick, Donald, Medscape Education, New York, New York, United States
  • Boutsalis, George, Medscape Education, New York, New York, United States
Background

The goal of continuing medical education (CME) is professional growth and improved patient care. We sought to determine if series of online continuing medical education (CME) activities will improve the clinical knowledge, competence, and confidence of nephrologists related to hyperkalemia management.

Methods

The online CME curriculum consisted of 5 online activities housed on a dedicated collection page. All used repeated pairs pre-/post-assessment study design was used and McNemar’s test (P <.05 is considered significant) to assess educational effect. The last activity was a medical patient simulation that utilized tailored clinical guidance (CG), based on current evidence and expert recommendation, followed by the opportunity for the learner to modify to their decisions. Decisions were collected post-CG and compared with each user’s baseline (pre-CG) decisions using a McNemar’s test to determine P values. The activities launched between March and October, 2020 and data were collected for up to 12 weeks.

Results

The education reached over 15,000 physicians, including over 1,706 nephrologists.
Overall, knowledge improved by 24% (P<.001) and competence by 4% (P=NS) (all relative improvements) by nephrologists.
Specific improvements:
40% relative increase in knowledge related to impact of hyperkalemia (P<.001)
31% relative increase in knowledge related to clinical use of potassium binders (P<.001)
24% relative increase in knowledge related to optimizing RAAS inhibitors in patients with hyperkalemia (P<.05)
7% relative increase in competence related to clinical use of potassium binders (P=NS)
Of the nephrologists who were included, 30% (P<.001) had a measurable increase in confidence in hyperkalemia management.

Conclusion

This curriculum demonstrates that a curriculum is effective at moving learners on the continuum for knowledge improvements to competence improvements. Some gaps remain after education. Among these learners, 49% need knowledge improvements related to optimizing RAAS inhibitors in patients with hyperkalemia and 41% related to clinical use of potassium binders. As such, further education needed in these areas.

Funding

  • Commercial Support