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Abstract 259: Success of Educational Interventions in Antiplatelet Therapy in Acute Coronary Syndrome


 Introduction:
 The purpose of this educational curriculum was to test the impact of continuing medical education (CME) participation on knowledge and performance of physicians related to evidence-based decision making in the area of ACS.
 Methods:
 Cardiologists (n = 153) and primary care physicians (PCPs) (n = 150) who manage patients with ACS participated in at least 1 of 3 online, multimedia, ACS-related CME activities within a curriculum. Responses to a case-based survey after activity completion were compared with responses from demographically similar control groups. Educational effect size was calculated using Cohen’s
 d
 formula.
 
 
 Results:
 Activity 1: Incorporating New Data into Practice Cardiologists (n=51) Effect size = 0.67 (Moderate Effect) PCPs (n=48) Effect size = 0.66 (Moderate Effect) Activity 2: Guideline-Based Care Cardiologists (n=52) Effect size = 1.0 (Strong Effect) PCPs (n=52) Effect size = 0.83 (Strong Effect) Activity 3: Selecting Antiplatelet Therapy Cardiologists (n=50) Effect size = 0.66 (Moderate Effect) PCPs (n=50) Effect size = 0.98 (Strong Effect)
 
 
 Domain 1: Recognizing Characteristics of Antiplatelet Therapies
 PCP participants performed significantly better than nonparticipants in identifying pharmacologic properties of new P2Y12 inhibitors. Both PCP and cardiologist participants demonstrated a significantly greater ability than nonparticipants to identify investigational P2Y12 inhibitors properties.
 
 
 Domain 2: Implementing Antiplatelet Strategies
 
 Both PCP and cardiologists participants performed significantly better than nonparticipants in appropriate use of new P2Y12 inhibitors prior to invasive cardiac procedures. PCP participants demonstrated significantly better performance than nonparticipants regarding pharmacologic use in patients undergoing CABG and in making recommendations about dual antiplatelet therapy.
 
 Conclusion:
 This study demonstrated that an educational curriculum, designed for the right clinicians and with appropriate content, can be successful at improving knowledge and performance in ACS management.
