Purpose: We sought to determine if a curriculum of online continuing medical education (CME) activities could improve the clinical knowledge, competence, and confidence of diabetologists and endocrinologists (D/Es) and primary care providers (PCPs) related to rtCGM.

Methods: The curriculum consisted of 5 online activities, all of which used repeated pairs pre-/post-assessment study design and McNemar’s test (P <.is considered significant) to assess educational effect. The activities launched from April 30, 20through March 16, 2020 and data were collected for up to 12 weeks for each activity.

Results: The education reached over 15,500 physicians, including 4,187 D/Es and 3,196 PCPs. Overall, knowledge improved by 15% among D/Es (N=598, P<.01) and 22% among PCPs (N=829, P<.01) and competence improved by 40% among D/Es (N=228, P<.01) and 21% among PCPs (N=307, P<.01) . 29% relative increase in knowledge among D/Es (P=.059) and 36% relative increase in knowledge among PCPs (P<.01) related to the role of CGM in type 2 diabetes (T2D) . 7% relative increase in knowledge among D/Es (P<.01) and 14% relative increase in knowledge among PCPs (P<.01) related to fundamentals of rtCGM. 40% relative increase in competence among D/Es (P<.01) and 21% relative increase in competence among PCPs (P<.01) related to optimal use of CGM in pregnancy. 37% of D/Es and 42% of PCPs had a measurable increase in confidence (both P<.01) , and among those the average level of confidence increased 52% for D/Es and 73% for PCPs.

Conclusion: While this curriculum demonstrated success in educating on this topic, some gaps still remain after education. 37% (D/Es) and 40% (PCPs) of the questions assessing knowledge on the role of CGM in T2D and 21% (D/Es) and 37% (PCPs) of questions on fundamentals of CGM were still incorrectly answered after education, demonstrating a need for more education.


A.Larkin: None. J.Schrand: None. A.Le: None.


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