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