McFarland, Frances

Abstract Background The last several decades have seen intense research into Alzheimer’s disease (AD) resulting in several current and emerging disease modifying treatments that target hallmarks of the AD pathology. Previous evidence has indicated that neurologists and primary care physicians (PCPs) frequently lack knowledge of the most recent findings pertaining to the use of biomarkers and antibody‐based therapies in AD. An online CME program was developed to educate neurologists and PCPs on biomarker and therapeutic data in AD from a 2024 dementia conference. Method The online CME activity consisted of a chapterized 30‐minute video presentation featuring dementia specialists who reviewed data from a 2024 dementia conference on biomarkers or therapeutics. Educational effect was assessed by comparing a matched sample of responses to four identical questions presented before and directly after exposure to the intervention. A paired samples t‐test assessed the number of correct responses and for confidence rating; McNemar’s test was used to identify significant differences between pre‐ and post‐assessment question responses. Cohen’s d was used to calculate the effect size of the online education. Data were collected between August 2024 and October 2024. Result A moderate educational effect was observed for both neurologist ( n =88; d =.77, p <0.001) and PCP ( n =141; d =.75, p <.001) learners. Both physician groups demonstrated significant (P <.05) pre‐ vs post‐educational improvements on the following: clinical data on AD diagnostic accuracy comparing blood‐based biomarker testing to a clinical diagnosis made by a physician and risk factors for amyloid‐relating imaging abnormalities associated with an approved anti‐amyloid therapy (AAT). PCPs, but not neurologists, demonstrated a pre‐post educational improvement on a question about outcomes from an open‐label extension study of an approved ATT. Participation in the activity resulted in 44% of neurologists and 48% of PCPs reporting an increase in confidence regarding their ability to apply the latest clinical data on approved AATs in clinical practice. Conclusion The results indicated that a CME‐certified 30‐minute video program was effective at improving knowledge among a diversity of physician learners regarding emerging data from a recent medical conference. Future CME should continue to highlight impactful new data released at medical conferences.

AbstractBackgroundEarly diagnosis of Alzheimer’s disease (AD) is crucial for ensuring patients have timely access to essential care. Given the symptoms of early AD are often subtle, it is important that both primary care physicians (PCPs) and neurologists are able to diagnose their patients. Several sources of evidence have indicated that most PCPs and neurologists lack knowledge, competence, and confidence regarding recognition of early forms of AD. To address the clinical practice gaps, a series of CME‐certified programs covering the symptoms, assessment, and diagnosis of early forms of AD were developed.MethodThe data presented here are based on outcomes from four online CME‐certified multimedia programs housed on a single destination page. Each CME‐certified program utilized expert physicians to educate learners on recognizing early forms of AD. Each CME program asked a series of pre‐post questions designed to assess immediate changes in knowledge, competence, or confidence. The questions were grouped into clinically relevant themes. The educational effect for all of the programs was determined by using a paired‐samples t‐test to identify significant differences between pre‐ and post‐assessment responses for each question. Data across all four programs were collected from February 2022 through December 2022. All four programs were promoted to an audience of US‐ and ex‐US physicians.ResultParticipation across the four programs ranged from 543 to 2,510 PCPs and 256 to 1,025 neurologists. PCPs and neurologists demonstrated significant (P<0.05) pre‐vs post education improvements on the following themes: biomarkers in AD, clinical trial outcomes, cognitive assessment scales, diagnosis of AD, diagnosis of mild cognitive impairment (MCI), and symptoms differentiating AD from MCI. Participation in the education also significantly (P<0.001) improved confidence in the identification of early forms of AD among PCPs and neurologists. No substantial differences in knowledge, competence, or confidence were seen for either clinician group based on geographic location of the learner.ConclusionThe results indicated that clinicians who participated in CME‐certified curriculum‐based education in multiple formats were better prepared to recognize early forms of AD. Future education should continue to discuss the use of clinical strategies to recognize early forms of AD.

Abstract Background Early diagnosis of Alzheimer’s disease (AD) is crucial for ensuring patients have timely access to essential care. Given the symptoms of early AD are often subtle, it is important that both primary care physicians (PCPs) and neurologists are able to diagnose their patients. Several sources of evidence have indicated that most PCPs and neurologists lack knowledge, competence, and confidence regarding recognition of early forms of AD. To address the clinical practice gaps, a series of CME‐certified programs covering the symptoms, assessment, and diagnosis of early forms of AD were developed. Method The data presented here are based on outcomes from four online CME‐certified multimedia programs housed on a single destination page. Each CME‐certified program utilized expert physicians to educate learners on recognizing early forms of AD. Each CME program asked a series of pre‐post questions designed to assess immediate changes in knowledge, competence, or confidence. The questions were grouped into clinically relevant themes. The educational effect for all of the programs was determined by using a paired‐samples t‐test to identify significant differences between pre‐ and post‐assessment responses for each question. Data across all four programs were collected from February 2022 through December 2022. All four programs were promoted to an audience of US‐ and ex‐US physicians. Result Participation across the four programs ranged from 543 to 2,510 PCPs and 256 to 1,025 neurologists. PCPs and neurologists demonstrated significant (P<0.05) pre‐vs post education improvements on the following themes: biomarkers in AD, clinical trial outcomes, cognitive assessment scales, diagnosis of AD, diagnosis of mild cognitive impairment (MCI), and symptoms differentiating AD from MCI. Participation in the education also significantly (P<0.001) improved confidence in the identification of early forms of AD among PCPs and neurologists. No substantial differences in knowledge, competence, or confidence were seen for either clinician group based on geographic location of the learner. Conclusion The results indicated that clinicians who participated in CME‐certified curriculum‐based education in multiple formats were better prepared to recognize early forms of AD. Future education should continue to discuss the use of clinical strategies to recognize early forms of AD.

The American Geriatrics Society convened a conference in Bethesda, Maryland, to explore models and studies of aging. This was the second of three conferences, supported by a U13 grant from the National Institute on Aging, to aid recipients of Grants for Early Medical/Surgical Specialists Transition to Aging Research (GEMSSTAR) in integrating geriatrics into their specialties. Recognizing that aging is the largest risk factor for multiple chronic diseases and age‐related loss of resilience, the conference organizers focused scientific sessions on how targeting age‐related mechanisms can delay, prevent, or reverse geriatric syndromes, age‐related chronic diseases, and loss of resilience. The rationale for studying models of aging as well as study designs, strategies, and challenges of studying human aging were reviewed. This article provides a summary of the full conference report, Models and Studies of Aging: Report from the U13 Conference Series, and summarizes key take‐home messages that were designed to support GEMSSTAR awardees in developing their research careers focused on aging research (see supplementary text for the full report). J Am Geriatr Soc 67:428–433, 2019.