Background The AGA, RMEI (CME company), and RealCME (technology company), designed and implemented a phased CME continuum in IBD, directed at 17,000 AGA members and a national sample of GI clinicians. The design was driven by the recognition of shortcomings in project-based medical education in driving sustained practice changes. Methods The partners designed/delivered cycles of education, learner data analysis and recalibration of education based on insights from each analysis (Fig 1). Clinician learner Gap Analysis data (n=2002; Phase 1) shaped the content of live and online interventions. Traditional outcomes analysis (Moore’s 1-5) and a variety of advanced analytic methods (predictive modeling, learner profiling, correlational analyses) were implemented, using all data (demographic, practice, curriculum, AGA registry). Results 1600+ clinicians have participated to date, and demonstrated significant improvements across Learning Domains for the stated Learning Objectives (Fig 2). Phase 2’s Advanced Analytics identified Treatment Selection/Individualization as a primary ongoing gap, with 7 core drivers of poor performance. Predictive modeling set the benchmark of an average 29% improvement, relative to Treatment Selection/Individualization, if the 7 drivers are targeted with new interventions, thus directing Phase 3, including an analysis of claims data for learners pre/post intervention. Conclusion The design and results of this model represent an innovative catalyst for the development of educational interventions targeting practice gaps in IBD, and establishing a model in which the value of subsequent activities, based on continuously refined gaps and drivers, can increase significantly for learners, in a virtuous cycle. It also demonstrates the value of advancing beyond the traditional approach to outcomes assessment, to more advanced and predictive analytics that analyze historical and current data to generate a model with definable benchmarks of success.
