Methods: We developed an interactive online CME module (1.5 credit) at the University of Arizona to improve the knowledge of students and physicians regarding community-acquired pneumonia, healthcare-associated pneumonia and upper respiratory infections. This module was distributed by email to medical students, pharmacy students, emergency medicine and internal medicine residents. Knowledge was evaluated using a pre-test, an immediate post-test and a follow-up post-test (2 months). These tests were identical and included 12 questions each.
Results: A total of 146 subjects participated in the study including 37 students (14 medical students and 23 pharmacy students) and 101 residents (25 emergency medicine and 76 internal medicine). Eight participants did not complete the pre-test. At baseline, internal medicine had higher pre-test results (4.49/12) when compared with emergency medicine (3.41/12, P=0.03). There was no statically significant difference in pre-test results between medical and pharmacy students. Both pre-test and post-test scores were available from 129 subjects. Scores increased by 4.55 ± 2.59 out of 12 immediately following completion of the education (p<0.0001). Only 32 participants completed the follow-up post-test and separate analysis (repeated measure ANOVA) was done for the subgroup that completed all three tests. The mean score was 3.88 pre-test, 9.06 (immediate post-test) and 6.27 (follow-up post-test). Compared to the pre-test score, the score increased post-education (p<0.0001) and remained higher at follow up (p<0.0001).
Conclusion: There are significant gaps in the knowledge of students and residents regrading diagnosis and management of upper and lower respiratory infections. Completion of an interactive CME module was associated with substantial improvement in knowledge with modest retention after two months. Interactive education modules may be effective to support antimicrobial stewardship.
M. Al Mohajer,
D. Nix, None
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