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Clin Cardiol. 2017 Jul;40(7):455-460. doi: 10.1002/clc.22676. Epub 2017 Jan 31.

Personalized, assessment-based, and tiered medical education curriculum integrating treatment guidelines for atrial fibrillation.

Author information

1
Horizon CME, Clackamas, Oregon.
2
RealCME, New York, New York.
3
Piedmont Heart Institute, Cardiac Electrophysiology, Atlanta, Georgia.
4
Sanofi US, Senior National Education Manager, Independent Medical Education (IME), Bridgewater, New Jersey.

Abstract

BACKGROUND:

This continuing medical education (CME) curriculum utilizes the Learner Assessment Platform (LAP), providing learners with personalized educational pathways related to atrial fibrillation treatment.

HYPOTHESIS:

There are improvements in knowledge among physician learners after CME, especially among LAP learners.

METHODS:

In this LAP-based curriculum, an evaluation of learner deficits on designated learning objectives was conducted in tier 1 and used to direct learners to individualized tier 2 activities. Performance was assessed across learner tracks from baseline to learners' final intervention. Retention data were measured by the postcurriculum assessment, completed 8 weeks after the learners last intervention. Additionally, each activity included a unique matched set of pretest and post-test questions assessing the 4 learner domains: knowledge, competence, confidence, and practice patterns.

RESULTS:

Significant learner improvement was measured across the curriculum over all 4 learner-domains: 48% (P < 0.0005), 78% (P < 0.0005), 21% (P < 0.0005), and 20% (P < 0.0005) improvements for knowledge, competence, confidence, and practice, respectively. Significant gains in participant performance scores (28% increase, P < 0.0005) by the final activity was observed. Learners who participated in the LAP (N = 989) demonstrated greater improvement in performance from baseline compared to non-LAP learners (41% increase for LAP vs 23% and 26% increase for non-LAP learners who completed 1 (N = 1899) or ≥2 (N = 533) activities, respectively, P = 0.003).

CONCLUSIONS:

The participant population (N = 3421) achieved statistically significant improvement across the curriculum, with LAP learners showing greater performance gains compared to non-LAP learners. These findings support the value of the LAP methodology in providing a cumulative and individualized CME experience.

KEYWORDS:

atrial fibrillation; continuing medical education; personalized education

PMID:
28139836
DOI:
10.1002/clc.22676
[Indexed for MEDLINE]
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