基于网络的、教师主导的2型糖尿病继续医学教育项目的教育影响:卡塔尔世界杯8强波胆分析卫生保健专业人员知识、能力和绩效变化分析的调查研究%A Harris,Stewart B %A Idzik,Shannon %A Boasso,Adriano %A Neunie,Sola Quasheba %A Noble,Alexander Daniel %A Such,Helen Elaine %A Van,Joanna %+大学临床研究人员(糖尿病研究中心博士)，2492 Walnut Avenue, Suite 130, Tustin, CA, 92780，美国，14107068129jvan@uciinc.net %K临床病例%K能力%K继续医学教育%K知识%K多学科团队%K网络教育%K绩效%K 2型糖尿病%D 2022 %7 14.10.2022 %9原文%J JMIR医学教育%G英语%X背景:2型糖尿病(T2D)的治疗前景不断发展;因此，卫生保健专业人员(HCPs)的持续教育是必不可少的。人们对衡量教育活动的影响越来越感兴趣，例如通过使用摩尔框架;然而，关于继续医学教育(CME)在T2D管理中的益处的数据仍然有限。目的:本研究旨在评估HCP满意度;衡量在短期的、基于案例的、多学科的、基于网络的CME活动后知识、能力和绩效的改善;找出仍然存在的教育差距。方法:在一个免费访问的医学教育网站上，开展了两项由教师主导、经cme认证的关于T2D和肥胖的基于网络的教育活动:touchchinconversation和touch MultiDisciplinary Team。 Each activity comprised 3 videos lasting 10 to 15 minutes, which addressed learning objectives developed based on a review of published literature and faculty feedback. Participant satisfaction (Moore level 2) was evaluated using a postactivity questionnaire. For both activities, changes in knowledge and competence (Moore levels 3 and 4) were assessed using questionnaires completed by representative HCPs before or after participation in the activities. A second set of HCPs completed a questionnaire before and after engaging in activities that assessed changes in self-reported performance (Moore level 5). Results: Each activity was viewed by approximately 6000 participants within 6 months. The participants expressed high levels of satisfaction (>80%) with both activities. Statistically significant improvements from baseline in knowledge and competence were reported following participation in touchIN CONVERSATION (mean score, SD before vs after activity: 4.36, 1.40 vs 5.42, 1.37; P<.001), with the proportion of learners answering at least six of 7 questions correctly, increasing from 22% (11/50) to 60% (30/50). A nonsignificant improvement in knowledge and competence was observed following participation in touch MultiDisciplinary Team (mean score, SD 4.36, 1.24 vs 4.58, 1.07; P=.35); however, baseline knowledge and competence were relatively high, where 80% of the respondents (40/50) answered at least four of 6 questions correctly. A significant improvement in HCP self-reported performance was observed in a combined analysis of both activities (mean score, SD 2.65, 1.32 vs 3.15, 1.26; P=.03), with the proportion of learners selecting the answer representing the best clinical option for all 4 questions increasing from 32% (11/34) to 59% (20/34) after the activity. Several unmet educational needs were self-reported or identified from the analysis of incorrectly answered questions, including setting individualized glycemic targets and the potential benefits of sodium-glucose cotransporter 2 inhibitor therapies. Conclusions: Short, case-based, web-based CME activities designed for HCPs to fit their clinical schedules achieved improvements in knowledge, competence, and self-reported performance in T2D management. Ongoing educational needs identified included setting individualized glycemic targets and the potential benefits of sodium-glucose cotransporter 2 inhibitor therapies. %M 36102282 %R 10.2196/40520 %U https://mededu.www.mybigtv.com/2022/4/e40520 %U https://doi.org/10.2196/40520 %U http://www.ncbi.nlm.nih.gov/pubmed/36102282