(347) Indiana University School of Medicine Continuing Medical Education (IUSM CME) and Cystic Fibrosis Foundation (CFF) Assessment of Cystic Fibrosis Courses in Addressing Knowledge and Practice Gaps

Background: The Gastrointestinal Manifestations of Cystic Fibrosis (GIMCF) course and The Role of Sweat Testing in Diagnosis of Cystic Fibrosis (RSTDCF) course were developed as part of CFF mission care curriculum designed by IUSM CME in developing and distributing CF needs-based educational online courses to address knowledge gaps in practice. These courses are based on identified gaps in knowledge, skills and professional practice in CF. The course modules were designed as a team-based approach to change care team members’ knowledge/skills that enforce CF clinical care guidelines. This presentation focuses on this curriculum’s impact on immediate and post course knowledge gain in learners who completed these courses, gauging their efficacy in informing/improving practice in line with CF clinical care guidelines.

Methods: Assessment tools used to measure knowledge gain were pre/post course tests, pre/post module quizzes, and a three-month follow up survey. Learners completed a test prior to starting the course assessing baseline knowledge. Subsequently, each module began with a pre-quiz to assess base knowledge, followed by a post quiz upon completion of the module. Upon completion of each course, learners repeated the pre-course test. To measure improvement in practice, a three-month post course follow-up survey was sent out to learners inquiring the significance of the course in influencing improvements in their practice, the level they were able to implementation these concepts into practice, and barriers to implementation.

Results: Both courses are ongoing and current data includes pre and post course test/survey. For the GIMCF course, 164 learners have completed the course. Results from the pre/post module quizzes indicate an overall 29% improvement in knowledge for these learners. Thus far, for the three-month follow up survey, we have 31 responses from 164 who completed the course. Among these, 74% (23) responded they were able to fully implement the concepts learned in their practice, and 23% (7) indicated they able to somewhat implement the concepts. For the RSTDCF course, 162 learners have completed the course. Results from the pre/post module quizzes indicate an overall 18% improvement in knowledge for these learners. Thus far, for the three-month follow up survey, we have 31 responses from 162 who completed the course. Among these, 71% (22) responded they were able to fully implement the concepts learned in their practice, and 23% (7) indicated they able to somewhat implement the concepts.

Conclusions: Our findings highlight the importance of these courses in garnering knowledge improvement in learners based on the increase in pre/post module quiz scores for the GIMCF course of 29% and the RSTDCF course of 18%. With 74% of learners for the GIMCF course and 71% of learners for the RSTDCF course being able to fully implement the concepts learned in their practice, these courses are serving as a quality improvement pathway to change professional performance in practice. We are still in the process of gathering data from learners and analyzing the qualitative data pertaining to barriers and this data will be available by the NACFC meeting.

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