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.
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.
Authors: L Samuel Wann; Anne B Curtis; Craig T January; Kenneth A Ellenbogen; James E Lowe; N A Mark Estes; Richard L Page; Michael D Ezekowitz; David J Slotwiner; Warren M Jackman; William G Stevenson; Cynthia M Tracy; Valentin Fuster; Lars E Rydén; David S Cannom; Jean-Yves Le Heuzey; Harry J Crijns; James E Lowe; Anne B Curtis; S Bertil Olsson; Kenneth A Ellenbogen; Eric N Prystowsky; Jonathan L Halperin; Juan Luis Tamargo; G Neal Kay; L Samuel Wann; Alice K Jacobs; Jeffrey L Anderson; Nancy Albert; Judith S Hochman; Christopher E Buller; Frederick G Kushner; Mark A Creager; Erik Magnus Ohman; Steven M Ettinger; William G Stevenson; Robert A Guyton; Lynn G Tarkington; Jonathan L Halperin; Clyde W Yancy Journal: J Am Coll Cardiol Date: 2010-12-21 Impact factor: 24.094
Authors: Craig T January; L Samuel Wann; Joseph S Alpert; Hugh Calkins; Joaquin E Cigarroa; Joseph C Cleveland; Jamie B Conti; Patrick T Ellinor; Michael D Ezekowitz; Michael E Field; Katherine T Murray; Ralph L Sacco; William G Stevenson; Patrick J Tchou; Cynthia M Tracy; Clyde W Yancy Journal: J Am Coll Cardiol Date: 2014-03-28 Impact factor: 24.094
Authors: Susan Colilla; Ann Crow; William Petkun; Daniel E Singer; Teresa Simon; Xianchen Liu Journal: Am J Cardiol Date: 2013-07-04 Impact factor: 2.778