PlatformQ Health

 

Neurological Rare Diseases Front & Center in PlatformQ Health Poster Sessions at AAN 2019

PlatformQ Health is pleased to announce our education team will present three poster sessions at this year’s Annual Meeting of the American Academy of Neurology, which will share insights from recent educational series in neurological diseases, Chronic Inflammatory Demyelinating Polyneuropathy (CIDP), Lennox-Gastaut Syndrome, and Multiple Sclerosis (MS).

“We have a long track record of educating neurologists about the latest research and treatment options, and increasingly we’re seeing the benefits that online CME activities offers clinicians in the rare disease space,” shared PlatformQ Health CEO, Robert Rosenbloom. “Through our partnerships with leading experts, centers of excellence, and advocacy organizations, we create quality, actionable education. Our digital platform allows us to deliver that to the right clinicians whenever and where ever they have a chance to learn. Moreover, our integrated collection of outcomes data throughout the educational experience, and our application of these findings towards educational improvements, help move the needle towards positive impact. These poster presentations highlight the significant improvements in knowledge, clinical practice, and patient experience we have seen across our programming.  We’re thrilled to help educate the neurology community on these programs and their impact and look forward to an expanded emphasis on rare education in the coming years.”

We hope you’ll join us for our in-person poster sessions at AAN 2019.

 

Improving Patient Experience, Clinical Practice, and Provider Knowledge and Competence of Chronic Inflammatory Demyelinating Polyneuropathy with Online Continuing Medical Education

Sunday May 5, 2019 – 11:30-6:30pm

 

Influence of Live-Online Education on Multiple Sclerosis Disease Management: Trends in Medical Knowledge and Practice Behaviors from Novice to Expert Clinicians

Sunday May 5, 2019 – 11:30-6:30pm

 

Improving Lennox-Gastaut Syndrome from Diagnosis to Management through Online Continuing Education: Changes in Patient Experience, Clinical Practice, and Provider Knowledge and Competence

Monday May 6, 2019 – 11:30-6:30pm

 

Unable to attend or want to learn more about these programs?  Email us!

 

 

 

 

Abstract & Presentation Information

 

Sunday, May 5, 2019 11:30-6:30pm ePoster

Improving Patient Experience, Clinical Practice, and Provider Knowledge and Competence of Chronic Inflammatory Demyelinating Polyneuropathy with Online Continuing Medical Education

Anne Roc1 , Wendy Turell1 , Richard Barohn2 1 Platformq Health, 2 Univ of Kansas Med Ctr

Objective: To assess the influence of online continuing medical education (CME) in addressing clinician gaps on diagnosis, treatment, and management of treatment outcomes of chronic inflammatory demyelinating polyradiculoneuropathy (CIDP) through quantitative and qualitative methods.

Background: Significant morbidity associated with CIDP underscores the need for accurate and timely diagnosis and treatment. Clinicians are challenged to differentiate CIDP from other neuropathies and manage patients with initial and long-term treatment.

Design/Methods: Two 1-hour video CME activities with slides, polling/live questions launched live-online July 27, 2017 and May 31, 2018, respectively, www.NeuroSeriesLive.com. For each activity, CME test questions were administered at 3 time points (pre-, immediate post-, 8-weeks post). Responses from CME test, polling/live, and 8-week post activity survey were analyzed to determine engagement, lessons learned, and continuing gaps. McNemar test compared matched pair responses (pre/post & pre/8wk, respectively). Effect size was computed using Cohen’s d.

Results: A total of 114 out of 948 learners completed questions from all 3 time points. On average, 75% of learners reported a positive impact on patient experience after CME, and 84% reported a positive impact on clinical practice. 182 qualitative write in examples were shared by learners of post-education change in patient experience and clinical practice. Per activity, a strong majority of learners reported commitments to change in regard to: medical/practice knowledge (92%), care attitudes (88%), practice behavior (85%), and patient clinical outcomes (81%). Data from 2 competence and 2 knowledge questions all reflected statistically significant improvements. Some areas of question focus included over-diagnosis of CIPD, treatment of patients with extremity weakness, and first line treatment options for patients.

Conclusions: Online CME on CIDP can positively influence clinician commitments to change in multiple domains and reduce gaps in knowledge and competency. Ongoing education, particularly on managing treatment outcomes, is advised.

http://indexsmart.mirasmart.com/AAN2019/PDFfiles/AAN2019-003134.pdf

 

 

 

Sunday, May 5, 2019 – 11:30-6:30PM Poster

Influence of Live-Online Education on Multiple Sclerosis Disease Management: Trends in Medical Knowledge and Practice Behaviors from Novice to Expert Clinicians

Anne Roc1 , Wendy Turell1 , Jerry Wolinsky2 , June Halper3 1 Platformq Health, 2 McGovern Medical School, University of Texas Health Science Center at Houston (UTHealth) Houston, 3 CMSC

Objective: To address practice gaps among clinicians who care for patients with multiple sclerosis (MS), CMSC and PlatformQ produced a multi-session continuing education (CME) activity for all MS practitioners, from novice to experienced, and evaluated learner responses to assess the influence of education.

Background: Early treatment of MS with disease-modifying therapies (DMTs) has become widely accepted in the MS professional community, yet remains challenging with the heterogeneous nature of MS and variety of DMTs.

Design/Methods: Three 1-hour video CME activities with slides, polling/live questions launched live-online June 14, 2018, to remain on-demand through June 14, 2018 at www.NeuroSeriesLive.com. For each session, CME test questions were administered at 3 time points (pre-, immediate post-, 8-weeks post). Responses from CME test, polling/live, and 8 weeks post activity survey were analyzed to determine engagement, lessons learned, and continuing gaps. McNemar test compared matched pair responses (pre/post & pre/8wk, respectively). Effect size was computed using Cohen’s d.

Results: 147 of 448 learners completed questions from all 3 time points. Learners were evenly spread in years of experience with most (70%) managing <10 patients/week. Most reported the activity positively impacted patient experience and outcome (71%, with 95 qualitative write-in examples), and their clinical practice (88%, 112 write-ins). Statistically significant improvements from 4 competency and 4 knowledge questions were observed on: individualizing treatment considering comorbidities, disease activity and disability, pregnancy and MS, appropriate follow-up measures, patient priorities, emerging DMTs, and induction therapy. Education gaps were identified in assessing disease severity, progressive disease, monoclonal antibodies, risk stratification, women with MS, shared decision making, sequencing and induction.

Conclusions: From novice to long-time practitioners, live-online education on MS disease management can positively influence patient experience, clinician performance, competence, and knowledge. Ongoing education is needed as our understanding of MS pathophysiology and disease management evolve.

http://indexsmart.mirasmart.com/AAN2019/PDFfiles/AAN2019-004605.pdf

 

 

Monday, May 6, 2019 11:30-6:30pm Poster session

Improving Lennox-Gastaut Syndrome from Diagnosis to Management through Online Continuing Education: Changes in Patient Experience, Clinical Practice, and Provider Knowledge and Competence

Wendy Turell1 , Anne Roc1 , Juliann Paolicchi2 , Georgia Montouris3 1 Platformq Health, 2 Rutgers University Medical Center, 3 Boston Univ School of Med/Dept of Neuro

Objective: To evaluate the influence of 2 hours of online continuing medical education (CME) activities in addressing clinician gaps on the diagnosis and management of Lennox-Gastaut syndrome (LGS).

Background: As a debilitating severe epilepsy phenotype, LGS warrants individualized care from clinicians in pediatric and adult settings and requires thorough transition of care to adult health care and services. Clinicians remain challenged in recognizing and applying nuances in diagnosis and management of LGS, particularly as they differ in pediatric and adult patients.

Design/Methods: Two 1-hour video CME activities with slides, polling/live questions launched live-online November 4, 2015 through October 7, 2016 at www.NeuroSeriesLive.com. For each activity, CME test questions were administered at 3 time points (pre-, immediate post-, 8-weeks post). Responses from CME test, polling/live, and 8 weeks post activity survey were analyzed to determine engagement, lessons learned, and continuing gaps. McNemar test compared matched pair responses (pre/post & pre/8wk, respectively). Effect size was computed using Cohen’s d.

Results: A total of 96 out of 1,026 learners completed questions from all 3 time points. On average, 73% of learners reported a positive impact on patient experience after CME, and 87% reported a positive impact on clinical practice. Over 100 qualitative write in examples were shared by learners of post-education change in patient experience and clinical practice. Data from 2 competence and 6 knowledge questions all reflected statistically significant improvements. Areas of improvement included LGS diagnostic criteria, LGS medications, features of LGS throughout a patient’s lifespan including transition from adolescent to adult care, and nonpharmacologic strategies to treat LGS.

Conclusions: Ongoing education on LGS can yield immediate and sustained gains in knowledge, competence, and performance, which may translate to more timely and accurate diagnosis and improved care for patients with LGS.

http://indexsmart.mirasmart.com/AAN2019/PDFfiles/AAN2019-004605.pdf

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